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1979-80 CATALOG 

It is the policy of Eckerd College not to 
discriminate on the basis of sex, age, 
handicap, race or color, or national ori- 
gin in its educational programs, ac- 
tivities, admissions, or employment 
policies as required by Title IX of the 
1972 education amendment and other 
federal and state legislation. Inquiries 
regarding compliance with Title IX and 
other non-discriminatory codes may be 
directed to Dr. Richard Hallin, Dean of 
Admissions and Records, Eckerd Col- 
lege, St. Petersburg, Florida 33733, 813/ 
867-1166, or the Director of Civil Rights, 
Department of HEW, Washington, D.C. 
Eckerd College is an equal opportunity 



Introduction 1 

Commitments of Eckerd College 2 

Academic Program 5 

Descriptions of Courses and Majors 

Fall Term and Spring Term 17 

Autumn Term 90 

Campus and Student Life 93 

Admission 97 

Financial Aid 100 

Expenses 103 

Faculty 107 

Administration 108 

Board of Trustees 109 

Index Ill 

Calendar of Events 115 

Correspondence Directory . .Inside Back Cover 



Eckerd College, a coeducational college of the 
liberal arts and sciences, awards the Bachelor of 
Arts and Bachelor of Science degrees. Related by 
covenant to the Presbyterian Church, U.S. and 
the United Presbyterian Church, U.S.A., we have 
earned full accreditation by the Southern 
Association of Schools and Colleges. Our cam- 
pus is located on 281 acres of beautiful, tropical 
waterfront property in a suburban area of St. Pe- 
tersburg, Florida. 

Founded in 1958 as Florida Presbyterian College, 
we admitted our first students in 1960. In 1972 the 
college's name was changed to honor Jack M. 
Eckerd, a prominent Florida civic leader and 
businessman whose gifts and commitments to 
the institution have helped to insure its continu- 
ing excellence. More than 2,400 graduates are 
seeking to lead lives of leadership and service in 
communities throughout the world. 


This catalog is designed to give you a com- 
prehensive picture of the learning opportunities 
available at Eckerd College. We are proud of what 
we have achieved in a short time, and welcome 
you to join us in an exciting and continuing edu- 
cational adventure. As you read this document, 

you should be aware of certain basic commit- 
ments which have guided our history and plan- 
ning. These commitments and our efforts to 
achieve them have enabled us to be distinctive 
among the 3,000 colleges and universities in the 
United States. 


The major purpose of our educational program is 
to foster the development and expression of the 
unique potential of each student. We seek to 
prepare students for the basic responsibilities of 
life, and especially for lives of competent and 
humane leadership and service in the modern 
world. We expend a great deal of energy deliver- 
ing a quality academic program, but we recog- 
nize that individuals are more than "minds." We 
are vitally concerned with the development of 
whole persons, and work hard to encourage the 

intellectual, spiritual, cultural, social, emotional 
and physical growth of each student. While edu- 
cation is a life-long process, the Eckerd experi- 
ence is designed to assist each student to be free 
from the limitations imposed by ignorance, nar- 
rowness, conformity, self-centeredness, and so- 
cial and political irresponsibility. Our aims are to 
help individuals achieve excellence in thought, 
creative activity, and conduct; and to spark the 
imagination about future possibilities for the 
human condition. 


Eckerd College seeks to combine the Christian 
faith and liberal education in a viable, creative 
relationship. We believe that as a Christian col- 
lege u'e are better able to achieve the fundamen- 
tal goal of individual development than any other 
type of college or university. To give focus to our 
Christian commitments, we maintain an active 
covenant relationship with the Presbyterian 
Church, U.S. and the United Presbyterian 
Church, U.S.A. However, the college community 
is not narrowly sectarian. It includes, among its 
faculty, students and staff, individuals of many 
denominations, faiths and philosophies. 

As a church-related college community, we seek 
to give the Christian faith a full and complete 
hearing in a setting where students are free to 
accept or reject it, but not ignore it. Confident in 
the belief that all truth is of God, we seek to 
develop an atmosphere of free and open inquiry 
into all aspects of knowledge and faith. By exam- 
ple, study and confrontation, we encourage each 
student to develop moral clarity and seriousness. 
Our aim is to assist students to clarify their be- 
liefs, assess their value priorities, and learn to act 
responsibly on the basis of their convictions. 


The relatively small size of the Eckerd student 
body allows numerous opportunities for close 
and meaningful personal relationships between 
students and faculty. Each Eckerd student has a 
faculty academic adviser. But it is significant that 
we refer to our advisers as "Mentors." Our fac- 
ulty is expected and even specially trained to 
facilitate the total growth of students. The Men- 
tors are concerned human beings who are read- 
ily available to help students deal with the dif- 
ficult questions, uncertainties and pressures 
which accompany growth during college years. 

Because the faculty is committed to the primary 
importance of teaching, we have developed a 
solid reputation for excellence in the teaching of 
undergraduates. Many Eckerd College faculty 
members are engaged in primary scholarship and 
artistic creativity and wherever possible seek to 
involve students in this exciting enterprise. Our 
aim is to provide those teaching and learning op- 
portunities which foster individual growth and 
build lasting friendships. We are certain that 
learning occurs best in an environment which is 
rigorous, supportive and caring. 


While Eckerd College is committed to helping 
students develop competence in a specific major 
or field of study, we are equally committed to 
general education. Our approach to general 
education has focused upon those skills, 
perspectives and habits of mind which are likely 
to increase the quality and usefulness of the lives 
which our students will lead in the future. 

Through our program, we emphasize values and 
interdisciplinary study. We hope to encourage in 
students a better understanding of themselves, 
their relationships to the world of nature, and the 
social problems and prospects which they share 
with others. Students are guided and encour- 
aged to experience directly the variety of ways in 
which knowledge is gained and creativity is fos- 
tered. We involve students in careful inquiry into 
the intellectual riches of various heritages, and in 
direct encounter with cultures other than their 
own, both through courses on campus and pro- 
grams in other countries. 

In addition to the broadening and liberating pur- 
poses of our general education program, it is de- 
signed to provide a basic foundation for all future 
learning. Emphasis is placed upon learning how 
to learn and how to communicate effectively 
what has been learned. Our aims are to help stu- 
dents experience a love for learning, to assume 
increased responsibility for their own growth, 
and to master the skills necessary to understand 
and deal with a rapidly changing and increasingly 
complex world society. 


Our commitment to individual development in- 
cludes a genuine concern about helping students 
prepare themselves to do something with their 
lives in the larger world. Through more than 30 
formal majors and pre-professional programs, 
opportunities are available to develop the skills, 
knowledge and attitudes necessary for the world 
of work. In addition, through independent study 
and individually designed areas of concentration, 
we encourage students to supplement and adapt 
the formal curriculum in ways which are uniquely 
related to their personal interests and aspira- 

We recognize that significant learning can occur 
in a variety of settings. Participation in intern- 
ships, job placements, and other off-campus 
learning experiences both in this country and 

abroad enables students to integrate theory and 
practice, and helps them to clarify the values and 
career choices which they face. Because we are 
committed to an active, participatory educational 
process, faculty engage students in the learning 
of science, theatre, management and other dis- 
ciplines by doing. Our aim is to provide quality 
instruction and programs to assist each student 
to become a self-directed, competent, humane 
person and citizen, who is capable of making his 
or her mark upon the future course of society. 


There is a rich diversity among Eckerd College 
students which is educationally desirable. Stu- 
dents come to campus from more than 40 states 
and 30 foreign countries. They enroll from urban, 
suburban and rural areas; from developed and 
developing countries; and from a great variety of 
cultural, ethnic and religious backgrounds. The 
cosmopolitan nature of the Eckerd campus en- 
riches the total educational experience as stu- 
dents learn from each other. 

Building upon this diversity, we share a sense of 
community based upon mutual objectives, con- 
cerns and experiences. Academic interests pro- 
vide the roots for a sense of community, which is 
enhanced by worship experiences, student ac- 
tivities, athletic events, concerts, lectures and 
other opportunities in which we participate to- 
gether. Since most of our students reside on 
campus, they have the enriched experiences 

which occur when people are learning both how 
to learn and how to live together. 

Our emphasis upon cooperation and shared 
decision-making means that all segments of the 
college community work together to create and 
maintain a valuable climate of learning. We be- 
lieve strongly that students, faculty and adminis- 
trators should work cooperatively to see that our 
total educational thrust fulfills the needs and en- 
riches the lives of our students. 


Eckerd College is nationally regarded for its ex- 
perimental and flexible academic program. We 
have pioneered new programs designed to deal 
directly with the varying needs of college stu- 
dents. We have shown the will to improve educa- 
tion, and the vision and courage to take steps 
which we believe will facilitate the growth of stu- 
dents. Many of our new programs of interdisci- 
plinary study, independent study, international 
education, and student orientation and advising 
have become models for other educational in- 
stitutions. Within the context of our aims and ob- 
jectives as a church-related college of the liberal 
arts and sciences, we are continuing to seek 
dynamic new ways of achieving our historic pur- 
poses and commitments in the future. We 
warmly welcome new members to our commun- 
ity to work with us in this exciting and challeng- 
ing effort. 


Since 1960, when Eckerd College (then known as 
Florida Presbyterian College) opened its doors, it 
has earned a reputation for heading in new direc- 
tions as an institution — and for opening new 
opportunities for learning. Eckerd recently was 
rated in the top 10 percent of American colleges 
and universities. 

The college looks for superior methods of 
educating its students, not just to be different, 
but to offer a more rewarding academic experi- 
ence and a more useful education. 

Each innovation is tested to prove that it is 
superior to more traditional methods of educa- 
tion before it becomes part of the academic 
program. For example, you have probably come 

across such expressions as "4-1-4," "winterim," 
"miniterm," "interim," or "winter term." (All of 
them mean essentially the same thing: separating 
the two terms of an academic year with a one- 
month period of independent study.) The winter 
term is an Eckerd concept. This innovation was 
created and tested first on the Eckerd College 
campus; then other colleges found it so exciting 
that they adopted it. 

Since the creation of the winter term in 1960, 
Eckerd has discovered and implemented even 
more innovative ways of teaching. Perhaps the 
best way of providing you with an understanding 
of the Eckerd experience is to take you on a "ver- 
bal tour" of the academic program. 


Shortly after you have been accepted as an 
Eckerd student, you will receive material about 
selection of a Mentor. The original Mentor was 
the guide and companion of Odysseus. As you 
are, in a sense, embarking on your own odyssey, 
it is fitting that you have your own Mentor. 

Throughout your career at Eckerd, you will have 
continuing support and counsel from a faculty 
Mentor, who is more than the conventional fac- 
ulty adviser. Mentors are faculty members who 
have been specially trained to help you in your 
academic program, career planning, and per- 
sonal growth. You choose your own Mentor be- 
fore you enter Eckerd, from a descriptive list of 
Mentors and projects. In your Freshman year you 
will take at least one course from your Mentor, 
and together you will work out the rest of your 
academic program for the first academic year. 

When you become an upperclass student, you 
may choose a new Mentor — a specialist in your 
area of academic concentration. The two of you 
will continue to plan your academic program, 
including independent and directed studies, 
internships, off-campus programs, work ex- 
perience, career planning, foreign study, and the 
many other options that Eckerd offers. 


You will start your Eckerd experience in the latter 
part of August, when you enroll for autumn term. 
The traditional phrase for this experience is 
"Freshman orientation" — but autumn term is 
deepeo wider, longer, and much more signifi- 
cant. Autumn term lasts three weeks. It is de- 
signed for Freshmen only, and provides an inten- 
sive foretaste of college living and college 
academic work. 

During autumn term you will take one academic 
project, for credit, from your Mentor. This pro- 
ject is stimulating in content, teaches basic 
academic skills, and focuses on the interdiscipli- 
nary nature of learning. The course will give you 
a clear idea of what is expected of you at Eckerd. 
Autumn term provides an excellent opportunity 
for certain kinds of interest and competency test- 
ing which will allow you to begin your academic 
program in those courses which are most suited 
to your current stage of growth and develop- 

You will also learn a great deal about living, work- 
ing and playing in a college community. The stu- 
dent Resident Advisor in your dormitory will be 
on hand during autumn term to help you make 
the transition into college life. In fact, the entire 
staff of the college and the autumn term faculty 
will participate with you in periods of inquiry, 
reflection and fun. The sense of community 

which develops will assist you to take full advan- 
tage of the opportunities and resources available 
on campus. By the time the upperclass students 
return in September, you will be well established 
in campus life. 


After much experimenting, Eckerd College has 
adopted a modified 4-1-4 calendar. The fall and 
spring semesters are fourteen weeks in length, 
and are each followed by reading and examina- 
tion periods. Most courses during the semester 
are offered for the full fourteen weeks, and ordi- 
narily a full-time student will enroll for four of 
these courses each semester. 

We do recognize that the semester format is not 
necessarily the best for all subjects or students. 
Faculty are given the opportunity to offer shorter 
but more intensive seven weeks courses when 
the subject matter is better suited to that ap- 
proach. These shorter courses, when offered, are 
given on a paired basis so that a student can en- 
roll for one during the first half of the semester 
and another during the latter half. The courses 
are paired or linked by some common approach 
or theme. Students may also design independent 
study projects of seven weeks duration to allow 
more intensive investigation of a subject. While 
most of the academic program will be offered on 
a semester basis, the model we have provided for 
the shorter, intensive course allows flexibility for 
faculty and students alike. 

The three weeks autumn term for Freshmen oc- 
curs prior to the beginning of the fall semester, 
while the four weeks winter term (January) falls 
between the two regular semesters. During these 
shorter terms, students will enroll for no more 
than one academic project at a time. This format 
provides for independent investigation of a topic 
in an intensive, concentrated manner. 


In each of your four years at Eckerd, you will 
participate in the Values Sequence, an essential 
part of education at Eckerd because the knowl- 
edge and understanding you acquire in these 
courses will be an essential part of you for the 
rest of your life. These are the only courses re- 
quired of all students at Eckerd, so you have 
many opportunities to select your own subjects. 

The Values Sequence is an expression of our be- 
lief that one must educate the whole person, and 
that professional, career-oriented education is 
deficient unless it is placed within a wider con- 
text of thought. Values Sequence courses consist 
of lectures, small discussion groups, seminars, 
and independent study projects. The series 
concentrates on helping you to understand your- 
self and your beliefs, and the beliefs of other 
cultures, so that you can learn how to evaluate 
critical issues of the day and formulate your own 
value system, or philosophy, to live by. We feel 
that this is essential to the development of a truly 
educated mind as well as to a happy, productive 

In your Freshman year, you will take a core inter- 
disciplinary program that will help you explore 
the nature of human nature and our persistent 
quest to understand ourselves, our relations with 
others, and our needs to value, believe and 
create. Your discussion seminars in this 
Freshman program will be led by your Mentor. As 
a Sophomore you will choose from courses that 
will help you to understand cultures other than 
your own, to see your own culture from a 
broader perspective, and to view the world as a 
dynamic system of interdependent people, na- 
tions and cultures. Your Junior and Senior semi- 
nars will explore some of the value questions and 
assumptions involved in various academic disci- 
plines, careers, current events and prospects for 
future developments. 


Eckerd spends an extraordinary amount of time 
teaching you how to learn, for regardless of what 
your life's work may be, you will advance further 
and faster if you know the fundamentals of learn- 
ing itself. By the end of your Sophomore year, 
you are required to complete two Modes of 
Learning courses, one from each of two collegia. 

There is good reason for this requirement. These 
courses teach you the skills you will need to as- 
similate more advanced work. You will learn how 
to think — analyze, synthesize, evaluate. You will 
learn how to get the most out of independent 
study and the various off-campus experiences 
you can elect in your last three years. You will 
sharpen your communication skills, oral and 
written, so you can articulate what you have 
learned. The Modes of Learning classes also are 
open to upperclass students who wish to review 
these skills or who wish to cross over into col- 
legia other than that of their major field of in- 


Winter term is a special four-week period in 
January which emphasizes independent study. 
You may enroll in projects designed by profes- 
sors, or design your own and obtain the sponsor- 
ship of a professor. Most winter term projects are 
related to a central theme or themes, such as the 
environment, nutrition, the 21st century, our 
American neighbors, and Florida. 

All winter term projects must have academic 
merit and are judged by rigorous standards. A 
typical project requires you to select a subject, 
gather information, organize it, and present it as 
a paper, a short story, a painting, a performance, 
or a piece of equipment. Freshmen may take a 
winter term in addition to autumn term, and sub- 
stitute that winter term for one of the 32 courses 
required for graduation. The winter term project 
for Juniors is ordinarily in their major or area of 
concentration. The winter term in the senior year 
is usually spent working on your comprehensive 
examination or senior thesis or project. 

Many colleges have followed Eckerd College's 
example in adopting a winter term program, 
making it possible to exchange students and to 
increase the range of projects offered. Eckerd 
College also cooperates with other 4-1-4 colleges 
in sponsoring winter term projects abroad or in 
major cities and interesting locations in the 
United States. Many winter term projects include 
as much as eight contact hours per week, which 
meets the Veteran's Administration standards for 
full tuition benefits. 


During the past few years, educators have be- 
come aware that the traditional division of learn- 
ing into academic "departments" is not necessar- 
ily the best or the only way to give structure to 
the educational process. Newly popular among 
colleges is the interdisciplinary major, in which 
the student combines courses from two or more 
departments to form an individual academic 
program. At Eckerd, we have established inter- 
disciplinary "collegia," which encourage new 
combinations of studies and demonstrate the in- 
terrelatedness of knowledge. 

The word "collegium" goes back to medieval 
days, when it meant a fellowship of equals (i.e., 
persons communicating without artificial obsta- 
cles to discourse) pursuing a common objective 
(which in Eckerd's case is learning). The word 
vividly describes what we're trying to do: to bring 
you (the student) together with a highly knowl- 
edgeable person (the professor) in an atmos- 
phere where you are not restrained from debat- 
ing freely, challenging one another's viewpoints, 
learning together 

In a collegium, subjects are grouped according to 
the intellectual discipline required to master 
them. You learn mathematics and physics in simi- 
lar ways, for example; but you learn dance dif- 
ferently, and a foreign language in still another 

Eckerd faculty members choose to affiliate with a 
particular collegium, depending upon their ap- 
proach to their subject. You will do the same. At 
the end of your Freshman year you will focus 
upon a major or area of concentration and af- 
filiate with the collegium which best suits your 
perception of that study. 

Of course, your concentration does not have to 
lie in a single field, such as history or biology. You 
can create your own concentration by combining 
those studies that will help you achieve your 
career or professional goal. For example, if you 
wish to become an environmental economist, 
you can combine economics and biology, thus 
creating your own concentration to fit your own 
goal. The collegium concept makes this interdis- 
ciplinary approach to learning a natural one that 
is easy to accomplish. 

Eckerd sees the members of a collegium — stu- 
dents and faculty alike — as partners in learning. 
Professors bring high expectation to the learning 
process; students are expected to become inde- 
pendent learners and researchers, able to take 
maximum advantage of their professors' strong 
qualifications. Each collegium has its own 
decision-making group, composed of professors 
and students, which gives students an important 
voice in the academic decisions of the college. 


As a Freshman, you will enter Eckerd College as a 
member of the Foundations Collegium. This 
program differs from the other collegia, it is de- 
voted to learning how to accomplish indepen- 
dent, self-motivated study and thought at the col- 
lege level, acquiring the background to under- 
stand humanity's search for values and meaning, 
learning the principal modes in which the mind 
does its work, exploring various disciplines, and 
making a sound beginning in your own discip- 
lines, if you have already identified your goals. 
The Foundations Collegium is composed of three 

Foundations Seminars. These are the first-year 
components of the Values Sequence, and they 
will be taught by your Mentor. "Inquiry and 
Human Nature" in the fall term examines man in 
time and space, man in relationship with nature, 
man as a socio-political creature, and man as a 
symbol maker. "Values and the Search for Spirit" 
in the spring term explores man's need through- 
out history to understand the transcendent, 
spiritual dimensions of his existence. In both 
seminars, you will be encouraged to plan your 
own approaches and to think your way through 
to your own conclusions. 

Modes of Learning. These courses have one 
primary purpose: to sharpen your learning capa- 
bility in a specific field of study. You become pro- 
ficient not only in a subject but also in the 
method or mode by which it is understood. For 
example, "Visual Problem Solving" gives you a 
systematic approach to working in the visual arts. 
There are 31 Modes of Learning courses divided 
among the five collegia. As a Freshman, you may 
take any two from different collegia. 

In addition to their other purposes, the Founda- 
tions Seminars and Modes of Learning courses 
share the responsibility for encouraging the 
learning of college-level communications and 
study skills. Should you need or want further 
help, Eckerd offers a series of writing skills 
courses and maintains a Writing Center which 
offers faculty assistance in reading and writing as 
well as individual tutoring. 

At the end of your Freshman year, you probably 
will leave the Foundations Collegium and choose 
an upperclass collegium and a Mentor related to 
your individual needs and interests. But if you 
still aren't quite sure of what your collegium or 
your concentration of study should be, Eckerd 
provides a special group of faculty Mentors, as- 
sisted by peer counselors (Seniors) and sup- 
ported by the whole Career Counseling pro- 
gram, to help you to find direction while you take 
an academic program that will enable you to 
move into any of the five collegia by the time you 
area lunior. 



Members of the Behavioral Science Collegium 
feel that the urgent problems of today — racism, 
environmental pollution, overpopulation, world 
hunger and crime — are problems of human be- 
havior. Therefore, there is much to be gained by 
developing methodological and conceptual tools 
to better understand both individual and collec- 
tive behavior. Students will take Modes of Learn- 
ing courses in psychology or sociology as well as 
a course in statistical methods. In addition, 
courses are available in the fields of economics, 
sociology, psychology, management, anthropol- 
ogy, political science, and business administra- 


The Collegium of Comparative Cultures seeks to 
promote an understanding of the breadth of 
man's cultural achievements through languages, 
area studies, and related disciplines. The col- 
legium serves as both a window and a gateway to 
the cultures of the world: a window for those 
who learn in the classroom from professors who 
have lived and studied in other cultures; a gate- 
way for those who wish to visit these cultures 
after preparatory study on campus. Language 
study in French, German, Spanish, or Russian 
can be integrated into a major program, an inter- 
disciplinary concentration with another discip- 
line (such as management, political science, or 
comparative literature), or it may simply serve to 
round out a student's liberal arts program. Some 
students prefer to plan their studies around a 
particular area of the world like Latin America or 
East Asia. In such cases, the International Educa- 
tion Office gives assistance in planning approp- 
riate study-abroad experiences. The TESL major 
program (Teaching of English as a Second Lan- 
guage) encourages students to get overseas 
teaching experience through a college-run pro- 
gram in Bogota, Colombia, or in some other lan- 
guage area of their choice. Comparative Cultures 
graduates have chosen careers in teaching, in- 
terpreting, foreign service, religious vocations, 
or international business. 


The Creative Arts Collegium is dedicated to as- 
sisting the development of the creative nature in 
each person. Freedom with responsibility is 
found to be vital in the creative person and this is 
placed in high priority in the Creative Arts Col- 
legium. The Collegium has a human develop- 
ment section composed of psychology, human 
resources, leisure and recreation, and education. 
Also included in the Creative Arts Collegium are 
programs of art, music, theatre and dance, and 
writers' workshop. Students will be encouraged 
to design interdisciplinary majors, to undertake 
independent work, to apply knowledge in the 
community, and to make education exciting, 
viable and enjoyable. 


The Collegium of Letters is composed of stu- 
dents and faculty who have in common an in- 
terest in human beings, past and present — - their 
history, literary and artistic products, religious 
commitments, political involvements, and 
philosophical groupings. The study of who we 
are by looking at what we are doing and the 
works and institutions created by our predeces- 
sors provides the relevance, vitality, and excite- 
ment of our program. This humane interest has 
value in and of itself. In addition, it provides a 
fundamental background for a wide variety of fu- 
tures — vocational or through professional and 
graduate schools — as the experience of our 
graduates attests. 


The Collegium of Natural Sciences brings to- 
gether biologists, chemists, environmentalists, 
earth scientists, marine scientists, mathemati- 
cians, physicists, and those interested in the 
health professions, including medicine, veteri- 
nary medicine, dentistry and medical technology. 

The major emphasis of the Collegium is on the 
development of the skills of observation, ex- 
perimental design, problem-solving, research 
and the study of the principles and concepts that 
are necessary to successful scientific investiga- 
tion. The programs in the natural sciences are 
geared to provide students with information and 
techniques that can be applied to the problems 
of a changing society. 


Eckerd College regards liberal arts education as 
essential to thorough professional training and 
unites a broad freedom of student choice with 
course offerings designed to qualify students for 
graduate education in a number of fields, for law 

and medical school, medical technology, the 
ministry, engineering, elementary and secondary 
education, management, business administra- 
tion, teaching of English as a second language, 
and selected public service, human resources 
and community professions. 

The Eckerd approach is that pre-professional 
training shall be obtained through intensively 
supervised internship rather than by professional 
and pre-professional courses that tend to limit 
the scope and quality of liberal arts education. 
Discussion of the teacher education program, 
immediately following, exemplifies the applica- 
tion of this principle. Students in management 
take certain specialized courses, such as account- 
ing, and prepare themselves through internships 
carefully planned with the Mentor of the man- 
agement program. Similarly, community profes- 
sions such as human relations occupations in- 
volve a thorough liberal arts base, to which are 
added supervised field and employment experi- 
ences designed to the particular interest and 
need of the student. 


There are three programs of teacher education 
leading to a teacher certification — secondary, 
elementary, and early childhood. For secondary 
certification, a student must complete a major in 
a content area, an Introduction to Psychology 
course, and a series of six field-based Education 
experiences; five of these Education courses are 
taken in the second semester of the Senior year 
when career motivation is uppermost in the stu- 
dent's life. The elementary certification program 
includes an Eckerd College major in elementary 
education. The required and elective courses are 
chosen from a variety of disciplines, so that the 
major is attractively broad, liberal arts based, and 
practical. Early childhood certification is achieved 
by completing two courses in early childhood 
education in addition to the elementary educa- 
tion major. All three programs are approved by 
the State of Florida Department of Education and 
twenty-nine other states. For information about 
the policies and procedures for admission into 
the Teacher Education program, contact the 
Director of Teacher Education. 


The engineering and applied science program at 
Eckerd is designed for the student who is in- 
terested in learning to solve society's technical 
problems. Career goals for these students in- 
clude bio-medical, civil, mechanical, electrical, 
and chemical engineering along with research 

and applications in computer science, systems 
science, mathematics, and human affairs. The 
student applies to Eckerd for regular admissions 
and spends three years at Eckerd during which 
the curriculum should include calculus through 
differential equations, one year of chemistry, 
computer programming, one year of physics with 
calculus, and a demonstrated proficiency in Eng- 
lish. Additionally the program must include a 
minimum of five courses in the humanities and 
social sciences, including three courses in one 
area with one of these at the Junior-Senior level. 

Upon successful completion of the three-year 
portion of the program, and with the recom- 
mendation of Eckerd College, the student is ad- 
mitted automatically to an engineering college 
with which Eckerd has a cooperative agreement. 
There the student spends two years completing 
the engineering requirements, after which the 
student receives degrees from both Eckerd and 
the engineering college. At present Eckerd coop- 
erates in the 3-2 engineering program with 
Washington University (St. Louis). Scholarship 
aid is available on the basis of need and perfor- 
mance. Washington University offers mini- 
courses during winter term, and students are en- 
couraged to take one of these as a Sophomore or 
Junior to assist in planning courses of study and 
career goals. The college is currently establishing 
cooperative agreements with other schools of 
engineering. A student in the pre-engineering 
program at Eckerd may also apply to schools of 
engineering with whom we have not made for- 
mal cooperative agreements. 


The purpose of the library is to support the edu- 
cational aims of the college by providing those 
facilities, resources, and services which will en- 
able the students to achieve their full potential. 
Located in the center of the campus, the library 
provides an open and free environment for study 
and general reading. Quiet study carrels and car- 
peted lounge areas are interspersed throughout 
the open stack collection on the main floor while 
the mezzanine reading lounge provides a favorite 
place for smokers. A typing room is available for 
students who do not have their own typewriters. 
An audio-visual area with ten self-instructional 
carrels is a popular place to listen to one of the 
growing number of cassettes available in the col- 
lection. Art works and exhibits create a stimulat- 
ing atmosphere in which to work or relax. 

The collection contains 148,000 volumes (118,000 
books, 20,000 bound periodicals and 10,000 
equivalent volumes of microfilm). In addition to 
these volumes, there are 38,000 audio-visual 


The purpose of the Writing Center is to enhance 
the student's learning capacity by helping him or 
her to become more organized in investigating 
and more articulate in formulating ideas. Work- 
ing closely with the Foundations Collegium, the 
staff and tutors of the Writing Center aid students 
who wish to improve vocabulary, reading speed 
and comprehension levels, writing skills and re- 
search competence. Assistance in such areas 
with an emphasis upon improving student writ- 
ing is offered on an individual basis as well as in 
writing skills courses. 


Although Eckerd College is an academic center, it 
doesn't confine you to an ivory tower. Much of 
your education may take place abroad or off- 
campus. Among the options from which you may 
select are: 

International Education 

Eckerd College believes that a liberally educated 
person should be at home in other cultures, and 
we try to give every student the chance to study 
abroad as an integral part of education. The 
Eckerd London Center is permanently staffed and 
supervised by Eckerd faculty members; we have 
semester programs at the Santa Reparata Graphic 
Arts Center in Florence, at Coventry Cathedral in 
England, and we are also affiliated with the Insti- 
tute for American Universities in France and the 
American College of Barcelona. 

Winter Term. Eckerd's annual winter term offer- 
ings overseas each January are nationally recog- 
nized. Many students choose to take their winter 
term projects in London, and we also organize 
programs in locations such as Austria, Mexico, 
Crete, Ireland, Sweden, Italy, Jamaica, Russia, 
Cuba and Canada. 

Semester Abroad. Varied locations and curricula 
provide semester opportunities for students in 
almost all areas of concentration. Programs are 
available in Florence (art), London, Bogota 
(TESL), Coventry, Aix-en-Provence or Avignon, 
and Barcelona. 

The Office of International Education counsels 
with students in an effort to provide individuals 
with study abroad programs best suited to their 
particular academic needs. 

Off-Campus Programs 

Summer Term 

Our academic calendar permits off-campus study 
for periods of one month (January), one semes- 
ter (14 weeks), and up to a full academic year 
Students are encouraged to take advantage of 
programs and facilities not available at Eckerd 
through the off-campus program. It is possible to 
participate in group projects with a faculty leader 
or to contract independent studies of the stu- 
dent's own design. Group projects such as an 
archaeological dig in the southwest, study of 
Voodoo in New Orleans, government operations 
in Washington, D.C., or urban problems in 
Chicago are possible. Independent projects for 
individual students have been undertaken in in- 
dustry, the Argonne Laboratories, marine re- 
search, and at an Indian reservation. The winter 
term, through cooperation with other schools 
having similar calendars, provides for 
specialized, intensive projects on other cam- 
puses throughout the United States. 

The Off-Campus Programs office assists students 
in making arrangements, preparing contracts, 
and providing information and ideas related to 
various choices. 

Career-Service Program 

A liberal arts education is no longer to be con- 
sidered separate from the economic, social and 
political realities of life. With increasing insis- 
tence, employees and professional associations 
are asking career-minded students to relate fun- 
damental education in liberal arts fields to long- 
range plans. Further, they stress the value of a 
solid liberal arts background for business or pro- 
fessional careers. 

Woven into your academic program during your 
four years at Eckerd, but completely optional, is a 
program to help you examine your career and 
professional goals. The Career-Service Program 
offers one or more of a variety of experiences: 
one-to-one and group diagnostic career counsel- 
ing to assist in making decisions which integrate 
academic programs, career planning, and gen- 
eral lifestyle; internship and field experience 
placements which involve unpaid work experi- 
ences of observation either with a professional 
person or in a special social environment; paid 
work experiences related to current academic 
studies and long-range career goals; discipline 
internships such as teacher education, commun- 
ity studies, leisure studies, or management; and 
placement services to assist you in finding part- 
time and summer employment while in school, 
but primarily to enable you to select either the 
appropriate post-graduate education or the voca- 
tional career that fits your personal aptitudes, 
desires, and objectives. 

The summer term is an eight-week term consist- 
ing of two four-week sessions. Courses are avail- 
able in Session A, Session B, and /or through the 
full eight-week summer term. A preliminary an- 
nouncement of courses and fees Is published in 
February; more detailed course descriptions are 
available in early March. Regularly enrolled 
Eckerd students, students enrolled and in good 
standing at other colleges and universities, and 
high school students who have completed their 
Sophomore year and present evidence (usually a 
recommendation from principal or counselor) of 
their ability to do introductory level college 
work, are eligible for admission. Summer term 
rates are slightly reduced from academic year tui- 
tion levels. Students entering Eckerd in the 
summer with the intention of becoming degree 
candidates must make formal application for ad- 
mission to the Director of Admissions. 

It is possible to enroll in three courses in summer 
term, one in Session A, one in Session B, and 
one through the duration of the eight-week 
term. Summer courses may replace courses 
missed during the academic year or accelerate 
graduation. Additional information about sum- 
mer term courses may be secured from the Dean 
of Special Programs. 

Program for Experienced Learners 

The Program for Experienced Learners is a 
degree-completion program designed to meet 
the needs of mature people who are able to as- 
sume major responsibility for their continuing 
education. It is limited to men and women more 
than twenty-five years old who provide evidence 
of an ability and interest in satisfying the degree 
requirements of the college even though they 
are not in a position to participate in the regular 
class-oriented instructional program on campus. 
The program has been approved by the Southern 
Association of Colleges and Schools and confers 
the same degrees which are awarded through the 
regular program. 

The college makes provision for an initial as- 
sessment of prior learning which is creditable 
toward a degree. This credit may be based upon 
formal work already done in degree-granting in- 
stitutions, upon career-oriented learning at a col- 
lege level, upon specialized training of technical 
and cultural character, and upon knowledge ac- 
quired by personal effort. An analysis is made of 
individual intellectual interests and career goals 
on the strength of which a degree plan is de- 

In the satisfaction of degree requirements the 
Program for Experienced Learners relies primarily 

upon directed study courses which have been 
designed by the faculty. For students who are 
able to work with very limited supervision these 
courses can be completed and credited at a frac- 
tion of the cost of regular courses. Other re- 
sources of the college in the form of regular 
classes, intensive special courses, and travel- 
study projects may be used to meet require- 
ments, but these are somewhat more expensive 
to the student. 

This program is designed especially to serve 
people whose career opportunities will be in- 
creased by having a college degree recognizing 
their continuing educational involvement, but 
any adults who are seeking a structure in which 
to expand their educational experience are en- 
couraged to apply. 

The entire range of academic programs of the 
college is available through the Program for Ex- 
perienced Learners. Some programs do not lend 
themselves to directed study and off-campus 
learning as readily as others. Major fields such as 
chemistry or physics which rely heavily upon 
laboratory experience, the visual arts which in- 
volve extensive studio instruction, theatre or 
foreign languages which call for group inter- 
change can be offered through the Program for 
Experienced Learners only if there is appropriate 
on-campus experience or some special student 
involvement in activities of comparable nature. 

There are a number of programs, several of them 
career-related, which are particularly well suited 
to the PEL approach. Management and Business 
Administration concentrations can coordinate 
job experience with the theoretical studies in the 
college curriculum. A major in Human Resources 
readily makes use of professional involvement in 
health services, community service, and the help- 
ing professions in general. Majors in Criminal 
Justice and Public Safety Administration are de- 
signed to be of maximum value and availability to 
people already working in law enforcement, fire 
protection, or public administration. 

The regular college scholarship and grant-in-aid 
funds are not available for the Program for Ex- 
perienced Learners. Tuition support through the 
Veterans Administration has been approved. Ad- 
ditional public and private scholarships and tui- 
tion remissions awarded directly to the student 
are applicable to the program. More specific in- 
formation about the PEL program may be ob- 
tained from a separate PEL catalog. Interested 
students should write to: Director of PEL, Eckerd 
College, St. Petersburg, Florida 33733. 


Unless modified in individual cases by action of 
the Educational Policy and Program Committee 
and the Provost, the following requirements 
must be fulfilled by all students in order to qual- 
ify for formal recommendation by the faculty for 
the Bachelor of Arts degree: 

1) The satisfactory completion of a minimum of 
32 courses, plus an autumn term in the Fresh- 
man year and a winter term project in each 
subsequent year. 

a) A Freshman may take a winter term in addi- 
tion to autumn term, and substitute that 
winter term for one of the 32 courses. 

b) One of the winter term projects, ordinarily 
in the junior year, must be in the student's 
major or area of concentration. 

c) The winter term project in the Senior year 
normally consists of the preparation for 
comprehensive examinations, theses or 

2) Modes of Learning: two courses from differ- 
ent collegia to be completed by the end of the 
Sophomore year 

3) Writing competency, effective for all new stu- 
dents beginning with autumn term 1978: satis- 
factory performance on a writing proficiency 
exercise taken at the beginning of the stu- 
dent's first term of enrollment. Students who 
do not satisfactorily pass the writing profi- 
ciency examination will be required to enroll 
in an appropriate writing skills course during 
their first term of enrollment. The proficiency 
requirement will be met if a student earns a 
grade of C or better in this course and satisfac- 
torily passes the proficiency reexamination at 
the end of the course. If satisfactory compe- 
tence is not achieved at the end of the first 
course, an additional writing skills course will 
be required in each subsequent semester 
until the required proficiency is achieved. 

4) The satisfactory completion of Values Se- 
quence requirements as follows: 

a) Foundations: two seminars to be com- 
pleted in the Freshman year, FVS 181 and 

b) World View: two Area Studies courses to 
be completed by the end of the junior 
year. Other courses (foreign language, se- 
mester abroad, etc., as approved by the 
Comparative Cultures Collegium) may be 
used to satisfy the World View require- 
ment. U.S. Area Studies (CAS 188) fulfills 
the requirement for those students who (1) 

speak English only as a second language, 
and (2) have not resided in mainland 
United States for more than two years. Nor- 
mally, this course will be taken during the 
student's first year of study. 

c) Upper Division Colloquia: four courses 
during the Junior and Senior years, one of 
which must be within the student's colle- 

Students transferring to Eckerd as Sophomores 
are considered exempt from the Foundations 
and Modes of Learning requirements; students 
transferring as Juniors are also considered 
exempt from the World View requirements. 

5) The completion of a major (from the list of 32 
majors formally approved by the faculty), or 
an independently designed area of concen- 
tration. The area of concentration must be 
approved by three members of the faculty, 
with an approved study plan filed in the Regis- 
trar's office no later than fall semester of the 
junior year. 

6) The satisfactory completion in the Senior year 
of a comprehensive examination, thesis, or 
creative project in the major or area of con- 

The following requirements must be fulfilled by 
students in order to qualify for formal recom- 
mendation by the faculty for the Bachelor of Sci- 
ence degree: 

1) The satisfactory completion of the general 
course and all-college requirements as out- 
lined in sections 1-4 above. 

2) Completion of a major or area of concentra- 
tion in one of the natural sciences or 
mathematics, including the satisfactory com- 
pletion of at least sixteen courses in the 
Natural Sciences Collegium, including not 
more than one of the four all-college required 
Values Colloquia. Students majoring in the 
natural sciences or mathematics may earn the 
Bachelor of Arts degree by completing at least 
twelve but fewer than sixteen courses in the 
Natural Sciences Collegium, including not 
more than one of the four all-college required 
Values Colloquia. For either the B.S. or the 
B.A. degree, students majoring in the natural 
sciences or mathematics may substitute non- 
natural science courses to meet this require- 
ment. Interested students should consult their 
Mentors for information on gaining approval 
for such substitutions. 

In order to graduate from Eckerd College, a stu- 


At Eckerd College efforts are made to tailor pro- 
grams of study to the particular needs and inter- 
ests of individual students. To help guide stu- 
dents with the selection of courses, the faculty 
has approved a number of disciplinary and inter- 
disciplinary majors. In most cases, the faculty 
members associated with each major have pre- 

A list of the faculty-approved majors follows. 

American Studies 


Business Administration/ 


Comparative Literature 
Creative Writing 
Elementary and Early 

Childhood Education 
Environmental Studies/ 

Earth Sciences 

scribed minimum course requirements for the 
major. Brief descriptions of majors are included 
under each discipline heading in the course de- 
scription section of this catalog. Students desiring 
more specific information about major pro- 
grams should consult their Mentors, collegial 
chairpersons and discipline coordinators. 




Human Resources 





Modern Languages 



Philosophy /Religion 


Political Science 


Russian Studies 

Religious Studies 

Sociology v^ 


Teaching English 

as a Second Language 
Visual Arts 

Students desiring to design their own programs 
of study are encouraged to develop an indi- 
vidualized area of concentration in cooperation 
with their Mentors. The proposed plan of study 
must ultimately be approved and have identified 

with it a specific committee of at least three fa- 
culty members. The approved study plan must be 
filed in the Registrar's office early in the Junior 

dent must ordinarily spend at least two years, 
including the Senior year, at the college or in an 
approved off-campus program. 

Any student who wishes to request an exemption 
from or a modification of an all-college require- 
ment may petition the Provost using forms avail- 
able in the Office of the Registrar. Petitions must 
include detailed reasons for the request, and re- 
ceive prior approval from the student's Mentor 
and collegial chairperson. 


Credit toward a degree is awarded for satisfactory 
course completion, independent study projects, 
directed study programs, academic work cer- 
tified by another accredited degree-granting in- 
stitution, and proficiency demonstrated by 

Ordinarily credit is earned by course completion. 
A normal full-time academic load is eight courses 
plus an autumn term in the Freshman year and 
eight courses plus a winter term project in each 
subsequent year. 

Credit may be earned through independent study 

by students who exhibit both the self-discipline 
and mastery of the methodologies demanded by 
the subject matter selected by the student. An 
independent study project is designed by a stu- 
dent in consultation with the professor who is to 
supervise and evaluate the work. An academic 
contract, drawn in advance, specifies the subject 
and method of inquiry, the materials to be used, 
the purpose of the project, and the basis of 
evaluation and credit. Each contract must be ap- 
proved by the Director of Independent Study. 
Independent study options are available for both 
on and off-campus opportunities. Contracts for 
these purposes are available from the Registrar. 

Provision is also made for credit by directed study. 
Both independent study and directed study re- 
quire advance planning by the instructor and 
student. While initiative rests with the student for 
design of independent study, in directed study 
the instructor is responsible for supplying a 
syllabus which defines the program. Directed 
study syllabi are available from the Registrar. 

Credit is granted by transfer from accredited 
degree-granting institutions. A student entering 
Eckerd College should request that a transcript of 
work done in other institutions be sent to the 
Registrar. When the transcript has been 
evaluated, the applicant is notified of the credit 
accepted by transfer. Eckerd College students 
who wish to enroll for part of their programs at 
other institutions should have the approval in ad- 
vance of their faculty-Mentors. 

Credit for demonstrated proficiency is accorded 
when a student applies for it with the Registrar 
and successfully completes appropriate examina- 
tions. College Level Examination Programs are 
recognized for both advanced placement and 
academic credit. For more information on CLEP 

The college recognizes that many experiences 
outside the classroom may contribute to a stu- 
dent's program. Internships, participation in 
community projects, and field experience may 
be accorded credit if closely coordinated with the 
student's academic program. Such experience 
ordinarily constitutes a part of a regular course or 
independent study project. 


The standard grading system of the college is A 
(Superior Work), B (Good Work), C (Satisfactory 
Work), D (Poor Work), and F (Unacceptable 
Work). All courses in which a grade of C or 
higher has been earned shall count toward fulfil- 
ling degree requirements. A course in which a D 
grade is earned may fulfill degree requirements 
only when a grade of B or higher is earned in 
anotherfull course. 

A Credit/No Credit grading option is available in 
each course/project for students who are at least 
second semester Freshmen. Students desiring 
this grading option must petition for the approval 
of the course instructor, the Mentor, and the 
Educational Policies and Procedures Committee. 
Petitions must be submitted prior to the begin- 
ning of a term. Grades of Credit and No Credit 
cannot be subsequently changed to letter grades. 

A grade of I (Incomplete) indicates that all course 
requirements are not complete by the end of the 
term for reasons which the faculty member has 
judged to be appropriate for extension of dead- 
line. Unless an earlier deadline is set by the fac- 
ulty member, a student will have a maximum of 
one year to complete the required work. If the 
work is not completed in one year, or the shorter 
deadline imposed by the faculty member, the In- 
complete will automatically become an F. 

In case of formal withdrawal before the middle of 
a course, a grade of W is recorded. If withdrawal 
occurs between the midpoint and the beginning 
of the last week of classes, a grade of WP is re- 
corded if work completed has been of passing 
quality, or WF if work completed has not been of 
passing quality. Students may not withdraw from 
classes after the beginning of the last week. 

All grades are reported to students and entered 
on the official records of the college. Grades of F 
or I will not be removed from the transcript. A 
notation will be recorded at the bottom of the 
transcript of any substitute grade earned. 


At the close of each semester, the Academic Re- 
view Committee analyzes the progress of every 
student who has failed a course. Mentors, pro- 
fessors, and student personnel advisors may be 
consulted. If, in the judgment of the Committee, 
the cumulative record is unsatisfactory, appro- 
priate action is taken by the Committee. A stu- 
dent who has accumulated more than one F is 
placed in one of the following categories: Proba- 
tion - two or three accumulated Failures; Subject 
to Dismissal - four accumulated Failures; Dismis- 
sal - more than four accumulated Failures. A stu- 
dent who has been dismissed for academic 
reasons will be ineligible to register at Eckerd 
College for at least one semester after the date of 
suspension. To apply for reinstatement after the 
dismissal, a student shall apply for readmission 
through the Dean of Students. 


Withdrawal from the college at any time is official 
only upon the completion of the withdrawal form 
available in the Registrar's office. Requests for 
readmission following withdrawal should be sent 
to the Dean of Students. Leaves of absence are 
granted to students who wish to enroll in another 
college for courses not available here but impor- 
tant to the student's total program. Such courses 
may be transferred upon the student's return. 
Students requesting a leave of absence should 
consult with the Registrar. 


Eckerd College awards diplomas with honors to a 
few students in each graduating class. Criteria are 
entirely academic and include performance in 
courses, independent study and research, and 
on the comprehensive examination, thesis or 
project. Accomplishment in the complete college 
program is honored rather than in a major, con- 
centration, or discipline alone. The Honors/ 
Awards Committee calls for nomination for hon- 
ors from individual faculty members. Honors are 
conferred on recommendation of the commit- 


Registration dates are listed in the calendar at 
the back of this catalog. Upon completion of 
procedures as outlined in registration materials, 
the student's registration is approved by the 
business office and the Registrar. Students who 
register late will be charged a $17.00 fee. Proof 
of payment must accompany the registration. 

All courses for which the student wishes to reg- 
ister for credit must be listed on the official regis- 
tration form. The student is responsible for 
every course listed and can receive no credit for 
courses not listed on this form. After registra- 
tion day, official changes in study lists may be 
made only through official drop/add cards ap- 
proved by the instructors whose courses are 
involved. Unless a course is officially dropped, a 
grade of F will be incurred. No course may be 
added after the drop/add deadlines which are 
printed in the calendar in the back of this catalog. 


Any regularly registered full-time student may 
audit a course without fee, subject to permission 
of the instructor. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the in- 
structor and payment of an auditor's fee of $115. 
Entry is made on the student's permanent record 
concerning audited classes. A course taken for 
audit may be changed to credit with the instruc- 
tor's permission, if the change is filed with the 
Registrar before the last week of the class. 


Alphabetically by Discipline 


Courses are designated by three letters, fol- 
lowed by three numerals. 

I.The first letter indicates the collegium 
through which the course is offered. A- 
Creative Arts; L-Letters; C-Comparative 
Cultures; B-Behavioral Science; N-Natural 
Sciences; F-Foundations. 

2. The second two letters indicate the disci- 
pline. The letters VS indicate that the 
course is part of the Values Sequence. The 
letters CM indicate a coilegial course. The 
letters AS indicate that the course is an 
Area Study. The letters WT indicate a win- 
ter term project. 

3. The first digit of the three numbers indi- 
cates the level of the course: 1 and 2 indi- 
cate a course at the Freshman or Sopho- 
more level; 3 and 4 indicate a course at the 
Junior or Senior level. 

4. The second and third digits are used at the 
discretion of the collegium, with the fol- 
lowing exceptions: second digit: 

1 indicates a Modes of Learning course; 

5 indicates a directed study; 

9 indicates an independent study. 

Opportunities for independent study are 

available in all collegia. Independent study 
contracts are negotiated between the student 
and the faculty sponsor. Independent study 
contract forms are available in the Registrar's 

Directed studies are listed in this catalog. 
Copies of directed studies are available in the 
Registrar's office. 

Values Sequence courses are limited to 25 
students per instructor. 


An accounting concentration may be elected by 
a student as a skill area within the management 
major. Students electing accounting as a skill area 
within the management major must meet the 
requirements for the Eckerd College Manage- 
ment-Leadership programs. See Management 
for descriptions of those requirements and 


The student's program, developed in consulta- 
tion with the Mentor, should form a consistent 
pattern of courses in American culture, chosen 
from such fields as history, political science, lit- 
erature, philosophy, religion, art, economics, 
and sociology. The program will include a mini- 
mum of ten courses, with five or six from one 
discipline, and at least three from a second dis- 
cipline. Six of the ten courses must be beyond 
the introductory level. 


The major in anthropology is designed to help 
students acquire the basic perspective and un- 
derstandings of the field, as well as proficiency 

in applying the anthropological viewpoint to the 
world in which they live. Requirements for the 
major include successful completion of five core 
courses: Introduction to Anthropology, Re- 
search Methodology, Anthropological Theory, 
Physical Anthropology, Senior Seminar; success- 
ful completion of four other courses and one 
winter term in anthropology. Students who in- 
tend to pursue graduate studies in anthropology 
are strongly advised to take course work in the 
areas of statistics, language studies, history, soci- 
ology and psychology. Independent and di- 
rected study courses in various areas of anthro- 
pology are normally available each academic 
year. Anthropology majors are strongly encour- 
aged to participate in one or more overseas 
study experiences during their four years at 

CAN 201 introduction to Field Archaeology 

Prof. Dudley DeGroot 

This is a basic introduction to the study of ar- 
chaeology. While reading of relevant material 
will be required, the major portion of the course 
will involve participation in an archaeology field 
experience. Readings, field notebook, and dig 
equipment will be assigned. Evaluation will be 
based upon the content and quality of the field 
notebook, and performance at the field site. 
Prerequisites: Introduction to Anthropology or 
permission of instructor. Limit 30 students. Of- 
fered in 1980-81. 

CAN 202 The Anthropological Experience 

Prof. Dudley DeGroot 

A multi-media investigation of the world of the 
anthropologist. Through slides, films, lectures, 
small group discussions, and elementary field 
experience, the student will come in contact 
with the concepts and viewpoints of contempo- 
rary anthropology and, hopefully, experience 
the world from an anthropological perspective. 
Slides, tapes, films, a basic textbook and artifacts 
will be assigned for consideration. Evaluation 
will be based upon individual contract. 

CAN 205 Peasant Cultures 

Prof. Hendrick Serr'ie 

For the past six thousand years peasants have 
produced the agricultural surpluses that sustain 
urban life in preindustrial civilizations. Their way 
of life still characterizes a majority of the world's 
population, and their problems are major prob- 
lems for the world. In this course peasantry will 
be studied as an economic, social, and cultural 
type in a context of modernization and/or revo- 
lution. We will master a general theoretical 
overview, and then delve into case studies of 
peasant villages, efforts at modernization, and 
the role of peasants in twentieth century revolu- 
tions. The instructor and occasional guest lec- 
turers will present aspects of their own field 
research or field observations in Mexico, Syria, 
Taiwan, China, and elsewhere. Exams every two 
weeks, and a term paper. Prerequisite: introduc- 
tory anthropology or permission of instructor. 
Offered in 1980-81. 

CAN 207 Chinese Communist Society 

Prof. Hendrick Serrie 

Since 1949 all of mainland China has embarked 
on a quest for Utopia less radical than the nine- 
teenth century Oneida Community in New York 
State, but two or three million times as vast. In 
this course we will examine the major aspects of 
social organization at the local levels, including 
the family, child-raising, and the position of 
women; nurseries, schools, and clinics; and the 
Revolutionary Committees that organize city 
neighborhoods and rural as well as urban places 
of work. We will then examine one or two 
recent case studies of rural communes, and con- 
clude with an overview of China's economics 
since the backyard furnaces and China's politics 
since the death of Mao. Illustrated with the 
instructor's slides and field observations. Exams 
every two weeks, and a term paper. Offered in 

CAN 208 Human Sexuality 

Prof. Dudley DeGroot 

The bio-social nature of human sexuality will be 

studied, using an anthropological, cross-cultural 
perspective. While the biological aspects of hu- 
man sexuality will be reviewed in depth, the 
major emphasis of the course will be an explora- 
tion of sexuality as symbolically invested behav- 
ior. The consequences to man of his symbolic 
investment of sexuality will be studied in their 
cultural, social and personal dimensions. Se- 
lected readings, field work projects, and small 
group interactions will be required in addition 
to participation in lecture/discussion sessions. 
Evaluation will be based upon one examination 
and a series of analytic projects. 

CAN 226 American National Character 

Prof. Hendrick Serrie 

Over the years, various anthropologists, soci- 
ologists, historians, and foreign travelers have 
attempted to sum up the culturally generalized 
characteristics of American personality. Amus- 
ing, intriguing, irritating, astonishing to native 
Americans, the best of these authors — including 
deTocqueville, Gorer, Henry, Hsu, McCiffert, 
Mead, Riesman — have stood the test of time 
and continue to be read for fun and profit. 
Regarded by social scientists as serious works, 
they hold an enlightening mirror to our collec- 
tive selves, and offer practical help to foreign 
guests who wish to better understand some of 
the stranger customs and attitudes of Americans. 
Evaluations will be based on regular participa- 
tion in class discussions and exercises in ethno- 
graphic observation, and several examinations. 

CAN 230 Linguistics 

For description see CTE 230 Linguistics under 
Teaching English as a Second Language. 

CAN 250/251 (Directed Study) 

The Endless Journey: An Introduction to 

Anthropology, I, II Prof. Dudley DeGroot 

This course is designed to introduce the student 
to the basic concepts, theoretical viewpoints, 
and research techniques of contemporary an- 
thropology. The required reading and writing 
assignments will enable the student to become 
familiar with the anthropological perspective, 
and provide an opportunity to apply that per- 
spective through writing assignments. Evalua- 
tion will be based upon writing assignments sub- 
mitted. Three textbooks are utilized in the course. 

CAN 305 Culture and Personality 

Prof. Hendrick Serrie 

A cross cultural investigation of the relationships 
between personality and culture. The course 
aims at introducing the student to the major 
theoretical and conceptual tools utilized by an- 
thropologists in the study of personality in cul- 

ture, as well as to the data gathering technique 
employed. A textbook and a variety of ethno- 
graphic studies will be utilized. Evaluation will 
be based upon one examination and the sub- 
mission of a cultural and personality autobiog- 
raphy which uses the frame of reference and 
concepts developed in the course. Prerequisites: 
introductory anthropology or introductory soci- 
ology and introductory psychology or permis- 
sion of instructor. Offered in 1980-81. 

CAN 330 Physical Anthropology 

Prof. Dudley DeCroot 

This introduction to physical anthropology will 
be a combination lab-lecture course. The initial 
class periods will be devoted to early concerns 
with evolution and fossil hominids (apes and 
men). Lab sessions will focus on understanding 
what it is that physical anthropologists do, and 
on gaining a knowledge of anthropometric 
techniques. The remainder of the course will be 
devoted to discussions of the controversies en- 
gendered by Nineteenth and Twentieth century 
anthropological studies. Assigned texts for the 
class are Introduction to Physical Anthropology 
(a lab manual for physical anthropology) by 
Kelso; The Human Species by Hulse; and Dar- 
win's Century by Eiseley. Evaluation will be 
based on exams and participation in class. Of- 
fered in 1980-81, then in alternate years. 

CAN 333 Making A Mirror For Man: 
An Introduction To Anthropological 
Research Methodology 

Prof. Dudley DeGroot 

All aspects of the anthropologists' ways of know- 
ing will be explored during this 14-week course. 
Lecture/discussions will be tied in with readings 
and field work experiences. Students will have 
an opportunity to operate as anthropologists in 
the design and implementation of different 
types of research modes. A text and supplemen- 
tary readings will be utilized. Evaluation will be 
based upon class participation and completion 
of field work projects. Prerequisite: introduc- 
tory anthropology. Not offered in 1979-80. 

CAN 334 Applied Anthropology 

Prof. Hendrick Serrie 

This course is designed to look at the application 
of anthropology and offer answers to the ques- 
tion: "What does one do with anthropology be- 
sides learn it and teach it?" By examining the use 
of anthropology in business, industry, rural de- 
velopment programs, and by foreign and do- 
mestic governmental agencies, we shall analyze 
one new dimension of the discipline — practical 
application. In addition, attention will be given 
to the ethical/moral problems facing applied 
anthropologists who might be confronted with 

the option of instituting change — change which 
often drastically alters the cultural fabric of a 
group. Evaluation will be based on successful 
completion of individual field projects and a 
take home exam. In addition to the text. Applied 
Anthropology by George Foster, articles from 
journals will be assigned. Prerequisite: an intro- 
ductory course in behavioral science. Offered 
in 1979-80, then in alternate years. 

CAN 335 Cultural Ecology 

Prof. Dudley DeGroot 

This course is an introduction to the method and 
theory of cultural ecology. This theoretical view- 
point was phrased for the discipline of anthro- 
pology by j. H. Steward in 1955. The last few 
years have seen the development of increasing 
interest in the relationships between environ- 
ment and cultural systems. In this course there 
will be attention to presenting the basic ideas of 
cultural ecology with appropriate examples of 
the interrelatedness of environmental and cul- 
tural factors. The course will be organized on a 
lecture-seminar approach. Pigs for Ancestors 
by Rapaport and Environment and Cultural Be- 
havior by A. P. Vayda will be assigned, and re- 
search will be emphasized. Evaluation will be 
based on two essay examinations, a final paper 
of good quality, and participation in seminars. 
Prerequisite is an introductory anthropology 
course. Not offered in 1979-80. 

CAN 336 Non-Kinbased Childraising 

institutions Prof. Hendrick Serrie 

industrial societies have developed a variety of 
institutions for raising offspring, the personnel 
of which are not recruited on any basis of kin- 
ship to the children. These institutions are 
designed to compensate for concomitant 
changes in structures and functions of the family. 
Students who have acquired some background 
in personality theory, psychology, socialization 
theory, sociology, culture and personality, or 
anthropology are invited to pursue an intensive 
comparative investigation of nonkinbased child- 
raising institutions, especially focusing on Chi- 
nese, Russian, Israeli, and American cultures. 
Childraising on Israeli kibbutzim was once note- 
worthy for the extreme degree to which the 
family was dissolved; in Russia and China it is 
important as an instrument of totalitarian 
regimes; and in America it must survive the pulls 
of individualist values of freedom. Evaluation 
will be based on regular participation in class- 
room discussions, a term paper, and examina- 
tions every two weeks. Prerequisite: one course 
in anthropology, sociology, or psychology. 

CAN 436 History of Anthropological Theory 

Prof. Hendrick Serrie 

This course examines various schools of thought 
which have grown out of attempts to explain 
man's evolution, physical variation, and socio- 
cultural diversity. Assessments of Boasian an- 
thropology, functionalism, structuralism, ethno- 
science, Neo-Darwinism, and cultural ecology, 
and the contributions of those ideologies to the 
shaping of anthropological theory, will consti- 
tute the main foci for the course. The second 
half of the course will be devoted to examining 
new trends of theoretical interest to archaeolo- 
gists, linguists, physical anthropologists, and cul- 
tural anthropologists. Required readings for the 
course are Tax, Horizons in Anthropology; 
Eiseley, Immense journey; and Manners and 
Kaplan, Theory in Anthropology. Evaluation will 
be based on one paper and exams. Prerequisites 
are one course in anthropology or sociology and 
Sophomore, Junior or Senior standing. Offered 
in 1980-81, then in alternate years. 

CAS 286 Cultures of Africa Staff 

Prof. Dudley DeCroot 

For description, see AREA STUDIES. 

CVS 383 Primitive and Folk Art 

Profs. Hendrick Serrie, Margaret Rigg 

For description see ART, CVS 383. 

CVS 388 The Sino-Soviet Conflict 

Profs. William Parsons, Hendrick Serrie 

The current enmity between China and Russia 
has deep historical roots that pose a continuing 
danger of war between these two nations. In this 
course we will first examine the values inherent 
in Chinese and Russian culture and society. We 
will then analyze their ideological, territorial, 
and strategic conflicts. Finally, we will consider 
the role of the Sino-Soviet conflict in American 
foreign policy. Readings will include such 
authors as W. A. Douglas, Klaus Mehnert, Harri- 
son E. Salisbury, John G. Stoessinger, and Don- 
ald Zagoria, as well as contemporary Russian and 
Chinese sources. Students will be evaluated on 
the basis of one hour exam, class participation 
and oral reports, and one term paper. 

CVS 483 Culture from the Inside Out 

Prof. Dudley DeCroot 

Any tourist, camera and notebook at the ready, 
can collect large amounts of information con- 
cerning the cultures he visits. What he perceives 
and collects, however, will necessarily be sifted 
through the screen of his own enculturation, 
and his observations may contain a large amount 
of projection from his own value systems and 
cultural experiences. How can a person come to 

understand cultures other than his own from the 
inside out? How can we get at the Emic aspects 
of someone else's culture, the values, percep- 
tions, feeling states and deeply rooted assump- 
tions which are central to experiencing and 
understanding any culture? Through selected 
ethnographic material, films, poetry, participa- 
tory exercises and other learning experiences, 
this colloquium will explore the problems of 
getting into another culture. Selected readings 
and participation in a number of learning exer- 
cises will be required of all participants. Evalua- 
tion will be based upon individualized contracts 
between student and sponsoring professor. Of- 
fered 1980-81, then in alternate years. 


CAS 188 United States Area Studies 

Prof. Kenneth Keeton, Staff i 

This area studies course is designed to acquaint 1 
the foreign student with a contemporary view of 
the U.S. based on a limited survey of its past. 
Knowledge will be presented through reading 
material, resource personnel, and visual aids. 
The latter will be used to indicate the size and 
diversity of the country, a major problem for 
most foreign nationals. Reading material will 
consist of Wilkes, Six American Families; Mc- 
Quade and Atwan, Popular Writing in America; 
Foley (ed.). The Best American Short Stories. 
Basic format of the course will be class discus- 
sions. Short papers will be required weekly for 
the purpose of improving writing skills. A mid- 
term and final examination will be given. United 
States Area Studies is highly recommended for 
all degree-seeking foreign students. The course 
is open only to international students, and will 
meet the world view requirement for graduation. 

CAS 281 Latin American Area Studies 


This course will study the people and cultures 
of Latin America. Using a cultural-anthropologi- 
cal approach, we will proceed in a structured J 
manner to attain an understanding of who and 1 
what constitutes Latin America. Lectures, special 
presentations, movies, and classroom discussion 
will complement the readings. Evaluation will be 
based on a final examination and completion of 
a special project to be agreed upon between the 
instructor and the student. Prerequisite: Sopho- 
more year or higher. Not offered 1979-80. 

CAS 282 East Asian Area Studies 

Profs. Gilbert Johnson, Hendrick Serrie 

China and japan, the most influential centers of 
culture in East Asia, reveal themselves through 
their art and architecture, literature, customs. 

religious beliefs, and intellectual traditions. 
While political events and trade relations draw 
our attention to the East, it is often some distinc- 
tive aspect of culture or some scarcely definable 
quality of life that fascinates us and v^/ins our 
admiration. This course attempts to go behind 
the surface events to examine the more endur- 
ing features of these two Asian societies. Read- 
ings will include Pearl Buck, The Good Earth and 
James Clavell, Shogun. Classroom lectures will 
be supplemented by films, slides, demonstra- 
tions, and special sessions with visiting guests. 
Evaluation will be based on regular participa- 
tion, interest group involvement, one paper or 
project, and tests on each of the two areas. Pre- 
requisite: Sophomore standing or higher. 

CAS 283 Soviet Area Studies 

Prof. William Parsons 

In this course the focus is primarily on under- 
standing the Russians as people. Emphasis is also 
placed on Russia's contributions to Western Civi- 
lization, the impact of the Bolshevik Revolution 
on Russian society and the role of the Soviet 
Union in the world today. Evaluation will be 
based on participation in class discussions of 
reading materials and films, several short papers 
or projects, a mid-term exam, and a final. 

CAS 284 French Area Studies 

Profs. Henry Genz, Rejane Genz 

This course is designed to be an introductory 
study of modern France with an emphasis on the 
post World War II period. Both village and urban 
life will be examined from the point of view of 
the distinguishing characteristics of the French 
people, their institutions, traditions, customs, 
values, literature, art and music. There will be 
lectures, discussions, films and workshops. This 
course will serve as one of the Area Studies 
courses required of all students for graduation. 
About five or six works plus films will be used. 
Evaluation will be based on class discussion, tests, 
paper or special project, and final examination. 
Prerequisite: Sophomore standing or higher. 

CAS 285 German Area Studies 

Prof. Mary Paidosh 

This course will examine the historical events 
and the cultural attitudes in Modern Germany 
(since 1871) which are reflected in readings and 
films. A second theme of the course will be a 
comparison of political, social, and cultural real- 
ities in East and West Germany since the end of 
World War II. Evaluation will be based on class 
participation, three exams, and a research paper. 

CAS 286 Cultures of Africa Staff 

Prof. Dudley DeCroot 

What did it mean to be an African in the past? 

What does it mean today? The class will study the 
geography and topography of Africa and later 
focus on those cultural patterns (politics, eco- 
nomics, language, modes of adaptation for sur- 
vival in the modern world) most characteristic 
of the indigenous populations of sub-Saharan 
Africa. Comparisons of the different cultural 
heritages for selected societies will be empha- 
sized. We shall aim for — through readings, films, 
and presentations by guest lecturers with first- 
hand knowledge of Africa — accurate represen- 
tation of African peoples, keeping in mind the 
interesting diversities and similarities found 
throughout the continent. A variety of reading 
materials will be used. Students will be required 
to take mid-term and final examinations as well 
as write a short research paper. Offered in 1980- 

CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

This course will acquaint students with many as- 
pects of Spain, both past and present. This will 
be accomplished by a considerable variety of 
lectures, discussions, films, and workshops. Each 
week there will be a lecture, the discussion of a 
book, and a workshop. For discussions, the re- 
quired reading list will consist of three impor- 
tant books which reflect the most representative 
characteristics of Spain (see instructor for list). 
For workshops, shorter supplementary reading 
assignments will be made. By the last day of 
classes, each student will submit an 8-10 page 
paper on some aspect of Spanish culture ap- 
proved by the instructor. There will also be a 
final examination. Prerequisite: Sophomore 
status or above. 

CAS 289/CVS 389 London Colloquium 


London is the source of many of America's tradi- 
tions. Is Britain clinging to her past while the U.S. 
looks to the future? How do present day politi- 
cal, religious, social and intellectual attitudes in 
the two countries differ? The course will exam- 
ine diverse viewpoints concerning areas such as 
the parliamentary system, religious traditions, 
race relations, the trade unions, the national 
health service, the education system, and the 
arts, and compare them with corresponding 
issues and concerns in the U.S. Seminars and dis- 
cussions will be supplemented by lectures from 
outside speakers, and relevant visits and excur- 
sions. Readings will be taken from an approved 
reading list. Evaluation will be based on two 
short papers on selected aspects of British 
society, and a final project to be planned in con- 
sultation with the Director. The colloquium is 
required of all participants in the London Se- 
mester Abroad program and can be counted for 
either area studies or colloquium credit. 


Programs in visual arts are individually designed 
with a Mentor. Every program must include Vis- 
ual Problem Solving and Basic Drawing and two 
courses in Art History or Esthetics taken outside 
the discipline. Proficiency in drawing and design 
must be demonstrated in a Sophomore show 
before the required thesis show may be under- 
taken in the Senior year. 

AAR 111 (Modes of Learning) 

Visual Problem Solving I Prof. James Crane 

This course is designed to give the beginning art 
student a systematic approach to working in 
visual arts. Through a series of limiting prob- 
lems, the student learns to develop his ideas, 
and as he learns, limits are decreased and free- 
dom is increased. The primary aims of the 
course are to: develop skills in spatial organiza- 
tion and in relating forms in sequence as an on- 
going process; discover uniqueness and a per- 
sonal approach to solutions, even within narrow 
and arbitrarily prescribed bounds; develop an 
ability to make and articulate sensitive and 
astute judgment on the quality of solutions; 
develop increased dexterity in the handling of 
visual media. 

AAR 112 (Modes of Learning) 
Drawing Fundamentals 

Prof. Arthur Skinner, Prof. Margaret Rigg 

This course will follow a modes of learning ap- 
proach, process-oriented, on learning to learn 
to draw. Basic drawing media and instruments 
will be used. The approach will be discovering 
new ways of seeing, feeling, recording, and ex- 
pressing images and forms. Each student should 
expect the materials to cost from $30 to $50. This 
is a basic skill course and regular attendance is 
necessary and expected. Freshmen and Sopho- 
mores are given top enrollment preference. The 
course may be repeated with a different instruc- 
tor since the stress is on individual development 
rather than once-learned content. 

AAR 202 Clay Workshop: Raku Technique 

Prof. John Eckert 

This course is open to both beginning and ad- 
vanced students. The experience will center 
around using the traditional Japanese Raku 
Technique of firing clay pieces, along with varia- 
tions on that technique. Basically, the ware is 
Bisque fired and then glazed with a low melting 
glaze and then returned to a pre-heated kiln. 
When the glaze has become molten, the pieces 
are pulled from the kiln with tongs and smoth- 
ered in sawdust or quenched in water. The proc- 
ess and results are brilliant and dramatic as com- 
pared to regular kiln firing. Students may use 

hand building or wheel throwing to form pieces 
of sculpture or pottery, but no instruction will 
be given on the wheel. Beginning students will 
be instructed in hand building techniques but 
are encouraged to get as much experience as 
possible before the course begins as glazing and 
firing are the major emphasis of the course. The 
text used will be Flynn Lyggard's RAKU. Evalua- 
tion will be based on the students' learning 
process evidenced by the quantity and quality 
of finished pieces. Each student will be responsi- 
ble for showing all of his work at an interview at 
the end of the course. Prerequisites are Visual 
Problem Solving or drawing and the class is 
limited to 15 students. 

AAR 213 Images in Silkscreen 

Prof. John Eckert 

Instruction will be given in the techniques of 
screen construction, various stencil methods, 
printing procedures, and cleanup and stencil 
removal. Techniques will be taught as a series of 
lecture-demonstrations during the first three 
weeks of the course. Students will participate in 
a series of regular critique meetings during the 
second half of the course. The instructor will be 
available at regularly scheduled times to assist 
students on an individual basis during and out- 
side of regular class times. Evaluation will be 
based on the quality and quantity of prints pro- 
duced during the course period, and on the 
depth of involvement in work and critique ses- 
sions. Students will also submit for evaluation 
finished prints (at least six to eight) matted and 
covered with acetate, and at least one print 
using each of the four techniques demon- 
strated. Prerequisites' are Introduction to Visual 
Problems and/or drawing skill. 

AAR 222 Clay I 

Prof. John Eckert 

This is a basic course for beginners covering fun- 
damental knowledge about ceramic materials as 
well as practical working experience in hand- 
forming, recycling, glazing, and firing. Wheel 
throwing will be introduced during the course 
as an optional involvement. Demonstrations will 
familiarize students with ceramic processes and 
techniques, and lab sessions will provide super- 
vised working time. Weekly lectures covering 
technical knowledge and readings from the text 
will provide the basis for a written final exam. 
Evaluation will be based on the quality and 
quantity of work produced, the progress made 
during the course, class participation, and the 
exam. The text is Nelson's Ceramics, available at 
the college bookstore. A nominal fee will be 
charged for glaze materials and clay used during 
the course. Prerequisite is permission of instruc- 
tor. Class limit of 18. 

AAR 224 Art Projects Prof. James Crane 

Art Projects provides an opportunity to work, 
under contract, in art media either independ- 
ently or in media groups. Specific instruction, 
demonstrations, and workshops will be offered 
in painting, block print, ceramics, and wood. 
Work will be evaluated on the basis of quantity, 
craftsmanship and evidence of involvement and 
personal aesthetic growth. Critiques will be 
scheduled regularly. Group events will be 
scheduled, but extensive work will be expected 
outside scheduled time. Professors will be avail- 
able at posted times for consultation. Not 
offered in 1979-80. 

AAR 225 Etching Prof. Arthur Skinner 

This course will explore the basic techniques of 
etching, including hard and soft grounds, aqua- 
tint, drypoint, engraving, color printing, emboss- 
ing, and open biting. Each week we will explore 
a new technique; experimentation in all tech- 
niques demonstrated is required. Students are 
expected to complete a minimum of 5 etchings 
with small editions showing evidence of imagi- 
native understanding of the medium. Text will 
be Etching by Leonard Edmondson. Prerequi- 
sites are Drawing or Visual Problem Solving. 
Class limit of 15. 

AAR 226 Silkscreen and Mixed Media 

Prof. John Eckert, Prof. Arthur Skinner 

This course will provide a solid introduction to 
silkscreen printing including the various stencil 
methods: cut film, paper, glue and tuscae, and 
photo. The second half of the course will intro- 
duce students to linoleum printing, embossing, 
and photo lithography as printing methods to be 
used in combination with silkscreen to produce 
prints. Classes will consist of demonstrations of 
printing techniques, demonstrations of matting 
techniques, group critiques/discussions, indi- 
vidual critiques, lab working time. Work sub- 
mitted for evaluation will be at least five silk- 
screen prints plus at least one of each of the 
following: silkscreen and linoleum, silkscreen 
and embossing, and silkscreen and photo lithog- 
raphy. Each print must be properly matted and 
covered with acetate and be accompanied by 
four unmatted copies. Evaluation will be based 
on craftsmanship in printmaking techniques 
learned, esthetic merit of prints, matting tech- 
nique, and contribution at group critiques. Pre- 
requisite is Visual Problem Solving or Drawing. 
Class limit of 12. Not offered in 1979-80. 

AAR 227 Visual Workshop: English 
Calligraphy Prof. Margaret Rigg 

The course will concentrate on English calligra- 

phy (beautiful writing) and explore various styles 
of writing and letter forms. Materials can range 
from simple magic marker and pen and ink to 
the complexities of illumination on parchment 
using temperas and gold leaf. Each student will 
develop a personal style while at the same time 
learning to appreciate and understand the heri- 
tage of calligraphy in the West. The required 
text is Calligraphy by Mattielli and Rigg. Stu- 
dents will be evaluated by an exam exhibit and a 
10 page calligraphed research paper. Not of- 
fered in 1979-80. 

AAR 228 Painting Workshop 

Prof. James Crane 

This workshop will introduce the fundamentals 
of painting. There will be a historical survey of 
materials and processes. Experimental work will 
be done in various materials as water color, tem- 
pera, oil, lacquer, acrylic, etc. Some materials 
will be provided but basic materials will cost the 
students from $30 to $100. Prerequisite: permis- 
sion of the instructor, on the basis of submitted 
portfolio. Not offered in 1979-80. 

AAR 229 Photography as Image Gathering 

Prof. John Eckert 

This is a basic course to help a person become 
more aware of visual images through photogra- 
phy. Since it is a beginning course, much time 
will be spent learning the technique of taking 
and processing black and white photos. A pro- 
gressive series of assignments is designed to 
familiarize the student with basic materials, pro- 
cesses and esthetics. The first two weeks of the 
course students will be working with homemade 
pinhole cameras, then each will learn to use the 
camera of his or her choice which must have ad- 
justable shutter speed and aperture. Required 
text will be Photography by Charles Swedlund. 
Weekly quizzes will be given on the material in 
the text plus information explained in class lec- 
tures. A notebook of technical data and sum- 
maries of darkroom procedures will be kept 
during the course. Evaluation will be based on 
the quality of each person's photos, the quantity 
of work produced, the quizzes and the note- 
book. Cost of the course in materials is approxi- 
mately $20-$40. Permission of instructor re- 
quired. Class limit of 15. 

AAR 241 intermediate Drawing 

Prof. Margaret Rigg 

This course offers intermediate work in drawing 
skills using a rigorous approach to figure-ground 
spatial composition. Classroom drawing will 
concentrate on increasing individual develop- 
ment in drawing techniques and in the formal 
composition of two-dimensional space. Stress 
will be on technical mastery and the develop- 

merit of images including graphite, pencil, pen 
and ink, water color, conte crayon, and ad- 
vanced use of pastels and charcoals on fine 
papers. Tools and materials will cost from $30 to 
$50. Prerequisites: Drawing Fundamentals and 
permission of the instructor. Not offered in 

AAR 250 (Directed Study) 

History of the Print Prof. Arthur Skinner 

This course will survey chronologically the de- 
velopment of the print medium from its incep- 
tion to its future, and counts as one art history 
credit. The required text will be Prints and 
People by Hyatt Mayor. Evaluation will be based 
on five papers and an oral examination at the 
end of the course. 

AAR 301 Collage and Assemblage 

Prof. James Crane 

This course explores the interface between 
painting and sculpture. Two and three dimen- 
sional objects and images will be created 
employing various materials. Initial assignments 
will be used to acquaint students with media and 
image possibilities with increased latitude for 
personal exploration as progress is made. Teach- 
ing method will be class critiques of works large- 
ly produced outside of class with occasional 
demonstrations and slide presentations. Stu- 
dents expecting to enroll should begin collect- 
ing magazines for images. Evaluation will be on 
the quality and quantity of work produced, 
craftsmanship, daring, and visual impact. Ambi- 
tiousness will be taken into account. Prereq- 
uisites: Visual Problem Solving and Drawing. 
Class limit of 15. 

AAR 302/303/304 Open Clay Workshop 

Prof. John Eckert 

This is a semester-long open working situation 
for students and faculty. Basically the premise is 
to give the opportunity for semi-independent 
work in clay for both beginning and advanced 
students providing as accurate a model as pos- 
sible to a regular studio situation: students 
learning by working together along with an 
experienced person. Critiques, demonstrations, 
and technical lectures will be held at arranged 
times during scheduled class times. The instruc- 
tor will set aside use of his time for consultation, 
classwork and, last but not least, his own work. 
This will offer the integration of the instructor's 
working life with teaching life for the benefit of 
himself and the students. Evaluation will be 
based on growth during the semester as evi- 
denced by the quality and quantity of work pro- 
duced, an exam, and a final position paper. Pre- 
requisites are Visual Problem Solving or Drawing 
or a note of reference from the Mentor as to the 
ability to work independently. Class limit of 45. 

AAR 308 Throwing on the Potter's Wheel 

Prof. John Eckert 

The main thrust of the course will be to improve 
each person's throwing skills, and most time will 
be spent in actual throwing practice and instruc- 
tion. The course is focused on the growth of a 
student on the skill level, but esthetic considera- 
tions are inseparable and will be an integral 
focus along with the technical. Periodic critiques 
will be held to shine light on the technical and 
esthetic growth of students. John Colbeck's 
Pottery — The Technique of Throwing will be 
used as a reference, but students are not ex- 
pected to purchase a personal copy. Evaluation 
will be based on the progress which a student 
makes improving throwing skill, and the time 
and effort put in at the wheel. Individual student 
demonstration at the end of the course as well 
as any finished pieces will influence evaluation. 
A nominal fee will cover clay used and glaze 
materials. Prerequisites: Clay Workshop or pre- 
vious experience working in clay, permission of 
instructor required and class limit of 10. 

AAR 321 Advanced Drawing 

Prof. Arthur Skinner 

A studio experience for students ready to do 
serious work in various drawing media. Basic 
skills and development of personal mode of 
expression will be stressed. There will be regular 
critiques and models will be provided, but stu- 
dents must be capable of working on an inde- 
pendent basis and provide their own supplies. 
Prerequisites: permission of instructor. 

AAR 322 Advanced Photography Critique 

Prof. Arthur Skinner 

This course will involve advanced photographers 
in four intensive projects involving specific 
assignments designed to encourage imaginative 
examination of the local environment. Critiques 
will be held weekly. Students will be evaluated 
on the basis of the final portfolio of minimum 20 
finished mounted prints exhibiting technical 
excellence and creative insight. No text. Pre- 
requisites: Basic Photography or Photography as 
Image Gathering. Class limit of 15. Not offered 
in 1979-80. 

AAR 323 Painting Critique 

Prof. James Crane 

This course is for people who have taken Paint- 
ing Workshop or have had prior experience in 
painting. It is not for beginners. The emphasis 
will be on independent work with regular crit- 
iques. No materials are provided. Each student 
must procure the material needed to complete 
this course. Not offered in 1979-80. 

AAR 340/420 Studio Critique 

Prof. James Crane 

These courses offer students a maximum of 
independence with regular critiques of their 
work. Each student is asked to prepare a con- 
tract for what he intends to do in the semester. 
Materials to be used are media at the choice of 
the student. Material expenses normally run 
from $50 to $100. Class time is used for review of 
the work, field trips, and discussion. All work 
done in the semester following the contract will 
be the basis for evaluation. Prerequisites are 
Visual Problem Solving, Drawing, and any media 

AAR 342 Graphics Workshop (Open) 

Prof. Arthur Skinner 

This course is designed to allow experienced 
printmakers to continue to develop their skills 
and imagery in any of the various graphic media. 
Attendance during lab times is essential to the 
purpose of the workshop. Students will be eval- 
uated on the basis of a final portfolio with a 
minimum of seven prints with small editions show- 
ing evidence of definite progress in technique 
and imagery. Individual and group critiques will 
be held regularly. There will be no required text. 
Prerequisites are Visual Graphics, Etching or 
Lithography. Class limit of 15. 

CVS 383 Primitive and Folk Art 

Profs. Margaret Rigg, Hendrick Serrie 

Through the perspectives of art and anthropol- 
ogy we will examine the graphic arts of a number 
of technologically simple cultures around the 
world. Students will learn to identify styles, func- 
tions, and broader cultural contexts of a range of 
objects. Textbooks will include works by Rich- 
ard L. Anderson, Charlotte Otten, and Paul S. 
Wingert. Students will be evaluated on the basis 
of regular participation in class sessions, quizzes 
and examinations, and a visual project or paper. 
Note: This course may be used as preparation 
for the projected 1980 Winter Term off-campus 
museum project in Primitive Art in New York 

AVS 388 The Art Experience 

Prof. Margaret R'igg 

This course is open to any Junior or Senior (or 
Sophomore with permission of instructors) who 
is working in any medium. It is designed to re- 
veal what it means to be an artist today and to 
elicit from students various forms of response. 
Students will attempt to integrate the roles of 
artist, comprehender, symbol-maker, philoso- 
pher, human being, inquirer, reporter, writer, 
and critic. Each student is expected to continue 
working in the medium of his choice (theatre, 
dance, visual art, music, writing, etc.) This work 

will be brought to critiques and will be used as 
part of the total evaluation of each student's par- 
ticipation in the course. 


Requirements for a major ordinarily will be satis- 
fied by demonstration of basic knowledge and 
understanding of the history, methods, and 
principles of plant and animal morphology, 
taxonomy, physiology, embryology, genetics, 
evolution and ecology. Normal expectations 
include eight biology topics. The botany special- 
ization includes general botany, microbiology, 
cell biology, genetics, advanced botany, inverte- 
brate zoology, ecology and an elective. The 
zoology specialization includes invertebrate 
biology, vertebrate biology, cell biology, ge- 
netics, physiology, ecology, botany, and an 
elective. The marine biology concentration in- 
cludes marine invertebrate biology, vertebrate 
biology, botany, cell biology, genetics, general 
and aquatic ecology, physiology, oceanography, 
and selected advanced topics in marine areas. 
Students are also expected to participate in the 
Biology Seminar during the junior and Senior 

NB1 187 Plant Biology Prof. Sheila Hanes 

In this course, the biology of plants will be inves- 
tigated. Topics will include the evolution and 
diversity of plant life, the growth and develop- 
ment of plants, their place in the ecosystem and 
responses to environmental conditions. Both 
vascular and non-vascular marine, freshwater 
and land plants will be considered. Laboratories 
will be primarily field-oriented. Text to be an- 
nounced. Evaluation will be based on periodic 
laboratory and lecture examinations, laboratory 
reports, class participation and a final examina- 

NB1 189 Marine Invertebrate Biology 

Prof. John Ferguson 

This course leads the beginning student into an 
appreciation of the diversity of animal life in the 
seas, and the structural basis, evolutionary rela- 
tionships, biological functions, and environ- 
mental interactions of these forms. The student 
is introduced firsthand to the biological richness 
of our local area. Understanding of the true 
nature of science is developed through personal 
experience in a group project. Particular atten- 
tion is devoted to sharpening skills needed for 
the rational solving of problems, including 
critical observation, delineating boundaries of 
inquiry, acquiring and analyzing data, and com- 
municating findings to others. Text is Hickman, 
Hickman, and Hickman, Integrated Principles of 


Zoology, and Boolootian and Heyneman, An 
Illustrated Laboratory Text In Zoology. Evalua- 
tion is based on scheduled quizzes and exami- 
nations, laboratory notebook, group project 
report, group and self-evaluation forms. 

NBI 200 Biology of Vertebrates 

Prof. George Reid 

This course is designed to acquaint the student 
with classification and evolutionary history of 
vertebrates and their structure. Major emphasis 
is directed toward the understanding of neo- 
Darwinian evolution and the manifestation of 
evolutionary features as seen in the anatomy of 
aquatic and terrestrial chordates. Texts are 
Walker, Vertebrate Dissection; Romer, The Ver- 
tebrate Story; Hickman, Zoology. Course matter 
will be considered in two one-hour lecture- 
discussion sessions and six hours of laboratory 
per week. Written and/or practical exams will 
be given upon completion of dissections of the 
animals studied and periodically in the class 

NBI 202 Cell Biology Prof. William Roess 

Cell structure and function will be examined. 
The flow of energy will be a unifying principle 
linking the process of photosynthesis, anaerobic 
respiration, aerobic respiration, and the expen- 
diture of energy by the cell to do work. The 
chemical processes in living systems will be 
related to the structural subunits of cells. Pre- 
pared slides will be used to show cell diversity 
and how cells are organized into tissues. A selec- 
tion of experiments will be conducted to 
acquaint students with molecular and cytologi- 
cal techniques appropriate to investigations in 
cell biology. Text: to be announced. Evaluation 
will be based on periodic tests, laboratory 
reports and performance, and a final examina- 
tion. Prerequisite: high school level of chemistry 
and biology. Sophomore standing recom- 

NBI 204 Microbiology Prof. Sheila Hanes 

This course is an introduction to the biology of 
microorganisms. Emphasis will be on the role of 
microbiology in community health. Laboratory 
activities will stress microbiological techniques 
and the isolation and identification of organisms 
from selected genera. Text to be announced. 
Evaluation will be based on periodic examina- 
tions, laboratory techniques, class participation 
and a final examination. 

NBI 301 General and Aquatic Ecology 

Prof. George Reid 

This is an introduction to physical, chemical, and 
biological relationships in natural communities. 

Environmental factors, populations, the com- 
munity concept, traffic in energy, biogeochemi- 
cal cycles, and social organization in ecosystems 
are considered. Field work is essentially aquatic 
in nearby ponds and Gulf shoreline. There will 
be two one-hour lecture-discussion sessions 
and six hours of laboratory per week. Readings: 
Reid and Wood, Ecology of Inland Waters and 
Estuaries; Scientific American: "The Biosphere," 
Odum, Ecology; assigned journal articles. Eval- 
uation will be based on quizzes, a final examina- 
tion, laboratory technique, and laboratory 
report. Prerequisites: Marine Invertebrate Biol- 
ogy, Biology of Vertebrates, and Botany, or per- 
mission of instructor. 

NBI 303 Genetics and Development: 
Interpretive Prof. William Roess 

Mendelian and transcription genetics will be 
presented from an historical perspective. Key 
experiments will be described in sufficient detail 
to lead the student to a better understanding of 
how questions are asked and answered in the 
biological sciences. Gene regulation will be 
used as a bridge to introduce processes in devel- 
opment. Text: to be announced. Evaluation will 
be based on periodic tests, a term paper, and a 
final examination. Prerequisites: designed for 
Junior-level science students who are particular- 
ly interested in interdisciplinary work or for less 
professionally oriented biology majors. 

NBI 304 Comparative Physiology: 
Interpretive Prof. John Ferguson 

This course will examine the various physiolog- 
ical mechanisms possessed by different ani- 
mals, including osmotic and ion regulation, 
nutrition, excretion, respiration, circulation, 
temperature regulation, movement, nervous 
integration and endocrine function. General 
principles will be emphasized as revealed 
through application of the comparative method. 
Integration of these principles into other areas 
of the individual student's interest will be en- 
hanced through interdisciplinary work, a term 
paper, or other type of appropriate activity. 
Text: Schmidt-Neilsen, Animal Physiology. 
Work to be submitted for evaluation: assigned 
quizzes and examinations, a prospectus on the 
interpretive work to be undertaken, and a final 
report on that work. Evaluation will also be 
based on participation in daily class discussions. 
Prerequisite: Concepts of Chemistry I. 

'. V. 
NBI 305 Genetics and Development: 
investigative Prof. William Roess 

Mendelian and transcription genetics will be 
presented from an historical perspective. Key 
experiments will be described in sufficient detail 
to lead the student to a better understanding of 

how questions are asked and answered in the 
biological sciences. Gene regulation will be 
used as a bridge introducing processes in devel- 
opment. This course will be a lecture course 
with laboratory work designed to develop spe- 
cific skills, including how to grow, maintain and 
experiment with microbial and possible mam- 
malian tissue culture cells. Text: to be an- 
nounced. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites: designed for 
Junior-level biology majors. 

NBI 306 Comparative Physiology: 
Investigative Prof. John Ferguson 

This course will examine the various physiolog- 
ical mechanisms possessed by different animals, 
including osmotic and ion regulation, nutrition, 
excretion, respiration, circulation, temperature 
regulation, movement, perception, nervous 
integration and endocrine function. General 
principles will be emphasized as revealed 
through application of the comparative method. 
Marine organisms will be chosen as examples 
whenever possible, and only minor comment 
will be made on the functional processes unique 
to man. An investigative laboratory, employing 
advanced methodology, will function to sharp- 
en the student's analytical skills as applied to the 
whole organism. Texts: Schmidt-Nielsen, Animal 
Physiology; Hoar and Hickman, A Laboratory 
Companion for General and Comparative Physi- 
ology. Evaluation is based on four written labor- 
atory reports, a laboratory notebook, assigned 
quizzes and examinations, and participation in 
daily class discussions. Prerequisite: Organic 
Chemistry I. 

NBI 402 Advanced Topics in Ecology 

Prof. George Reid 

This course will consider selected aspects of 
aquatic or terrestrial ecosystems. Topics to be 
included will be determined by student inter- 
ests. Readings and evaluation will be arranged. 
Prerequisites: Marine Invertebrate Biology, 
Biology of Vertebrates, and Ecology. 

NBI 406 Advanced Topics in Botany 

Prof. Sheila Hanes 

Subjects investigated in this course will be pri- 
marily determined by student interest. Readings 
and evaluations will be arranged. Prerequisite: 
Plant Biology. 

NBI 408 Biology Seminar (2-year sequence) 

Prof. John Ferguson, Biology Staff 

This course will consist of a series of seminars 
and discussions on topical problems in biology, 
especially those not fully explored in other areas 
of the biology curriculum. Particular concern 

will be maintained for the historical heritage of 
the discipline. Each participant will make at least 
one presentation, and must attend and actively 
contribute to all meetings. Work to be submit- 
ted for evaluation: abstract and bibliography of 
presentation, evaluation reports on selected 
speakers, and a final exam on the assigned read- 
ings. All Junior and Senior biology majors partici- 
pate formally in this seminar for one course 
credit and Sophomores are invited to attend. 

NBI 422 Advanced Topics in Genetics 

Prof. William Roess 

This course will examine principles of human 
genetics, the genetics of chromosomal abnor- 
malities, physiological defects, and behavioral 
disorders. We will hold discussions throughout 
the course regarding the biological and social 
implications of advances in human genetics, and 
the specific depth and breadth of our study will 
be largely determined by the interests and back- 
ground of the students enrolled. Prerequisite: 
general genetics or permission of the instructor. 
Not offered 1979-80. 

NBI 499 Independent Research — Thesis 

Upon invitation, Seniors may design and carry 
out a creative research program, usually result- 
ing in a written dissertation which is presented 
and defended in the spring of the year. Each 
participant will consult closely throughout the 
course of his work with at least one of the biolo- 
gy faculty. Materials to be used are original lit- 
erature. Work submitted for evaluation: prelim- 
inary prospectus, periodic progress reports, 
dissertation. Prerequisites: three years of superior 
work in biology and an invitation from the biol- 
ogy faculty. 

NCM 207 Introduction to Geology 

Prof. George Reid 
This course is designed to acquaint the student 
with knowledge of the composition of the earth's 
crust, the dynamics and processes that have led 
to present-day land forms. This will involve an 
understanding of earth materials and forces that 
modify these substances. Topics such as mineral- 
ogy, crustal movements, volcanism, ground and 
surface waters, and glaciation will be considered 
in the first part of the course. The second part 
will be given over to the history of the earth and 
its inhabitants and surface features. Laboratory 
will emphasize identification of rocks, minerals 
and fossil types, together with interpretation of 
geologic and topographic maps. Field trips will 
be made to nearby localities of geologic in- 
terest. Text is Zumberge and Nelson, Elements 
of Geology and laboratory manual is Zumberge, 
Physical Geology Manual. Evaluation will be 
based upon examinations and individual reports. 
Offered in 1979-80, then in alternate years. 


NVS 482 The Oceans and Man 

Prof. John Ferguson 

This course is designed to provide a general 
awareness of the oceanic environment and its 
significance to us. We are faced daily with im- 
portant decisions in such areas as oil exploration, 
land reclamation, pollution control, coastline 
preservation, and the extension of territorial 
limits. These decisions involve major concerns 
for values in the resolution of conflicting de- 
mands and uses, and comprehension of our 
stewardship of the oceanic resources. The course 
forms the basis for the rational development of 
these value judgments by first reviewing the 
physical properties of the earth and its seas, 
including such topics as plate tectonics, the na- 
ture of sea water, waves, tides, currents, etc. It 
then relates these properties to the practical as- 
pect of our use of the seas emphasizing specific 
problems in fisheries, and oil and mineral re- 
source development. Finally, it deals with the 
more general influence of the seas on our civili- 
zation — past, present and future. This includes 
discussions on exploration, commerce, sea 
power, sea law, and the inspiration of the sea 
to the arts and other endeavors of mankind. 
Texts are McCormick and Thiruvathukal, Ele- 
ments of Oceanography; Menard and Scheiber, 
Oceans: Our Continuing Frontier; Menard, 
Ocean Science. 

NVS 483 Ecology, Evolution and 
Natural Resources 

Profs. George Reid, Sheila Hanes 

This course is designed to affirm the importance 
of human values as defined by the Judeo-Christian 
tradition, by dealing with environmental and 
social issues and in planning for the evolution- 
ary future of man's culture. Through the study of 
man's evolution and that of other living organ- 
isms, the geologic processes of the earth and 
interrelationships between organisms and the 
environment, the impact of man can be better 
understood. Topics such as the effects of natural 
geologic and evolutionary processes, world 
nutrition and agriculture, population control, 
social evolution, disposal of wastes, use of ener- 
gy and the supply of natural resources will be 
studied. These subjects will be introduced and 
discussed with the intention of discovering the 
most ethical ways to deal with them. Text and 
supplementary readings (mostly current) to be 
announced. Evaluation will be based on partici- 
pation in discussions, a paper and oral presen- 
tation on an individual topic or project of the 
student's choice. 


A business administration concentration may be 
elected by a student as a skill area within the 
management major. Students electing business 
administration as a skill area within the manage- 
ment major must meet the requirements for the 
Eckerd College Management-Leadership pro- 
grams. See MANAGEMENT for descriptions of 
those requirements and courses. 


Students majoring in chemistry, for the B.A. de- 
gree, must take Concepts in Chemistry I and II, 
Organic Chemistry I and II, Analytical Chemis- 
try, Physical Chemistry, Advanced Laboratory I, 
Chemistry Seminar (Junior and Senior years). 
Calculus I and II, Physics I and II and one upper 
level chemistry elective. For the B.S. degree, 
students must take Theoretical Physical Chemis- 
try, Advanced Inorganic Chemistry, Advanced 
Organic Chemistry, and Advanced Laboratory II 
beyond those courses required for the B.A. 
degree. In addition, B.S. degree candidates must 
fulfill the requirement of 16 courses in the Nat- 
ural Sciences. 

Juniors and Seniors are involved in Advanced 
Laboratory I and II, a unique four-semester labora- 
tory program integrating Analytical, Inorganic, 
Instrumental, Organic and Physical Chemical 
methods and techniques. Projects undertaken 
are problem-solving oriented and become in- 
creasingly sophisticated during the first three 
semesters of the program. The final semester is 
devoted to an independent research project of 
the student's choice. 

NCH 110 (Modes of Learning) 
Introduction to Chemistry 


This course is designed to develop the mathe- 
matical and conceptual skills necessary for the 
successful study of chemistry. As such, it should 
be particularly useful to those students who 
have limited backgrounds in mathematics and 
chemistry but who wish to study chemistry and/ 
or the biological sciences. Specific attention will 
be given to problem-solving and the quantita- 
tive relationships inherent in chemical concepts. 
Text to be announced. Evaluation will be based 
upon performance on quizzes, tests and a final 
examination. Prerequisite: high school algebra. 

NCH 121 Concepts in Chemistry I Staff 

This course treats the fundamental principles of 
modern chemical theory and is designed for 
those who plan to major in the sciences. Con- 
cepts of stoichiometry, periodicity, atomic struc- 

ture, chemical bonding, and molecular geometry 
are presented in a framework which draws upon 
both inorganic and organic examples. The phys- 
ical and chemical behavior of gases and liquids 
is also discussed. The laboratory program will 
complement the lecture material and will be 
largely quantitative in nature. Text to be an- 
nounced. Evaluation will be based upon perfor- 
mance on tests, a final examination, and the lab- 
oratory. Prerequisites: a good high school 
chemistry course and three years of high school 
mathematics or Introduction to Chemistry with 
a grade of C or better. 

NCH 122 Concepts in Chemistry II Staff 

This course continues to explore the fundamen- 
tal principles of modern chemical theory which 
are of special importance to later work in chem- 
istry and molecular biology. Topics included are 
thermodynamics, acid-base chemistry, chemical 
equilibrium, electrochemistry and kinetics. An 
introduction to organic chemistry and biochem- 
istry will also be included. Text to be announced. 
Evaluation will be based upon performance on 
tests, a final examination and the laboratory. 
The laboratory program will complement the 
lecture material, will be largely quantitative in 
nature and will include the use of instrumenta- 
tion for pH, oxidation-reduction and spectro- 
photometric measurements. Prerequisite: Con- 
cepts in Chemistry 1 with a grade of C or better. 

NCH 221 Organic Chemistry I 

Prof. Wayne Guida 

This course is the first part of a two-course se- 
quence which deals with the chemistry of carbon- 
containing compounds. Basic concepts concern- 
ing the reactions, three-dimensional structure, 
and bonding of carbon compounds, particularly 
hydrocarbons, will be considered. The various 
functional or reactive groups will also be con- 
sidered in relation to the reactivity of organic 
compounds. The laboratory is designed to ac- 
quaint the student with the basic techniques of 
organic chemistry and will involve the prepara- 
tion of several simple organic compounds. Text: 
Solomon's Organic Chemistry. Evaluation will 
be based upon performance on tests, a final 
examination and the laboratory. Prerequisite: 
Concepts in Chemistry II with a grade of C or 

NCH 222 Organic Chemistry M 

Prof. Wayne Guida 

In this course the study of carbon-containing 
compounds will be continued. The various func- 
tional groups will be considered in detail with 
the study proceeding from the simpler to the 
more complex functional groups. Spectroscopic 
methods for structure determination such as in- 

frared spectroscopy and nuclear magnetic res- 
onance spectroscopy will be discussed. The 
laboratory will involve the preparation of several 
organic compounds as well as qualitative meth- 
ods for the determination of unknown organic 
substances. Text: Solomon's Organic Chemistry. 
Evaluation will be based upon performance on 
tests, a final examination and the laboratory. 
Prerequisite: Organic Chemistry I with a grade 
of C or better. 

NCH 320 Analytical Chemistry 

Prof. Richard Neithamer 
This course involves the study of modern analyt- 
ical separations and measurements, including 
gravimetric, volumetric and instrumental tech- 
niques. It includes the study of acid-base, redox, 
solubility and complex ion equilibria and their 
application to analysis. The accompanying labora- 
tory will be the first semester of the integrated 
Advanced Laboratory 1. Text will be announced. 
Evaluation will be based upon performance in 
tests, a final examination and the laboratory. 
Prerequisites: Organic Chemistry I and 11, Calcu- 
lus I and II. Designed for Junior-level chemistry 

NCH 325 Physical Chemistry 

Prof. Reggie Hudson 
This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and thermo- 
chemistry,freeenergyand chemical equilibrium, 
liquids and simple phase equilibria, heterogene- 
ous equilibrium, solutions of electrolytes and 
non-electrolytes, colligative properties, electro- 
chemistry and gas-phase and solution kinetics. 
The accompanying laboratory will be the second 
semester of the integrated Advanced Laboratory 
I. Text will be announced. Evaluation will be 
based on tests, a final examination and the lab- 
oratory work. Prerequisites: Organic Chemistry I 
and II, Analytical Chemistry, Calculus I and II 
and Physics I and II. This course is designed for 
Junior-level chemistry majors. 

NCH 327 Physical Chemistry: 
Non-Laboratory Prof. Reggie Hudson 

This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and thermo- 
chemistry, free energy and chemical equilibri- 
um, liquids and simple phase equilibria, hetero- 
geneous equilibrium, solutions of electrolytes 
and non-electrolytes, colligative properties, 
electrochemistry and gas-phase and solution 
kinetics. Text will be announced. Evaluation will 
be based on tests, a final examination, and a 
term paper concerning the application of physical 
chemical principles in the student's major field. 
Prerequisites: Organic Chemistry I and II, Cal- 

cuius I and II and Physics I and II. Analytical 
Chemistry, NCH 320 is strongly recommended. 
This course is designed for Junior or Senior level 
students majoring in sciences other than chemistry. 

NCH 420 Theoretical Physical Chemistry 

Prof. Reggie Hudson 

This course is designed to introduce the student 
to the theoretical physical chemical concepts 
upon which much of the modern theory of chem- 
ical bonding and structure are based. Included 
are wave mechanics, molecular symmetry and 
molecular orbital calculations, spectroscopy 
and orbital symmetry. Also included will be 
statistical thermodynamics. Text to be announced. 
The accompanying laboratory will be the first 
semester of the integrated Advanced Laboratory 
II. Evaluation will be based on examinations, a 
final examination and the laboratory. Prerequi- 
sites: Physical Chemistry I, NCH 325. Calculus III 
and Differential Equations strongly recommended. 
Designed for Senior-level chemistry majors. Not 
offered 1979-80. 

NCH 422 Advanced Organic Chemistry 

Prof. Wayne Guida 

In this course several advanced topics in organic 
chemistry will be considered. Topics to be in- 
cluded are: structure elucidation of complex 
organic molecules via infrared spectroscopy, 
ultraviolet spectroscopy, nuclear magnetic res- 
onance spectroscopy, and mass spectrometry, 
advanced synthetic methods, elucidation of re- 
action mechanism, stereochemistry, molecular 
rearrangements, and organometallic chemistry. 
Text to be announced. Evaluation will be based 
upon performance on tests and a final examina- 
tion. Prerequisites: Organic Chemistry II and 
Theoretical Physical Chemistry. Not offered 

NCH 424 Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

This course deals with the electronic structure 
and periodic properties of the atom, theories 
and properties of the covalent bond, stereo- 
chemistry of inorganic molecules, the inorganic 
solid state, acid-base chemistry, coordination 
and organometallic chemistry, the application of 
thermodynamics to inorganic systems, inorganic 
reaction mechanisms, non-aqueous solvents and 
boron hydride chemistry. This course will be 
operated on a seminar basis and will involve 
specified reading and problem assignments for 
each class period. Readings will include a recent 
advanced text, selected paperbacks and the in- 
organic chemistry literature. The accompanying 
laboratory will be the second semester of the 
integrated Advanced Laboratory II. Evaluation 
will be based on three examinations, extensive 

problem assignments and the laboratory. 
Prerequisite: Theoretical Physical Chemistry. 
Designed for Senior-level chemistry majors. 

NCH 425 Biochemistry Prof. Wayne Guida 

This course is concerned with the molecular 
basis of life and, therefore, the chemical proc- 
esses which occur in the living cell will be em- 
phasized. The various molecular components of 
cells will be treated first. This will be followed by 
the study of the important metabolic pathways 
involved in the generation of phosphate bond 
energy. Finally, the biosynthetic pathways which 
utilize phosphate bond energy will be consid- 
ered. Text: Lehninger, Biochemistry. Evaluation 
will be based upon performance on tests and a 
final examination. Prerequisite: Organic Chem- 
istry II with a grade of C or better. 

NCH 428 Chemistry Seminar 

(2-year sequence) Staff 

A series of papers and discussions on topics in 
chemistry and related subjects. Meetings will be 
scheduled bimonthly with student, faculty and 
visitor participation. Junior and Senior chemistry 
majors should expect to present one or two 
papers a year and will receive one course credit 
upon satisfactory completion of the two years of 
participation. Evaluation will be based on the 
quality of the student's presentations and parti- 
cipation in discussions. 

NCH 499 Independent Research — Thesis 


Chemistry majors who have demonstrated su- 
perior ability in the field may be invited to do 
independent research with a member of the 
Chemistry staff during their Senior year. The 
student will be responsible for submitting a pro- 
posal of the research planned, carrying out the 
work, writing a thesis reporting the findings of 
the research and defending the thesis before a 
thesis committee. 


LCL 120 Latin 

Prof. Frederic White 

An introduction to Latin grammar with exten- 
sive readings from original Latin material. Text, 
Wheelock, Latin. Weekly tutorials, with exercises. 

LCL 121 Beginning Greek 

Prof. Frederic White 

An introduction to Greek grammar and to New 
Testament Greek with readings from the Gospel 
of John. Paine's Beginning Greek will be the 
basic text. Evaluation in the course will be based 
on recitation, on quizzes, and on a final exam- 

LCL 122 Intermediate Greek 

Prof. Frederic White 

Readings from Plato and Xenophon with atten- 
tion to Attic Greek and Freeman and Lowe's 
Greek Reader. Evaluation in the course will be 
based on recitation, on quizzes, and on a final 
examination. Prerequisite: LCL 121. 


Comparative literature is an interdisciplinary 
approach to literature. Students declare three 
areas: 1) five courses in a literature (commonly 
English and/or American), 2) three courses in a 
foreign language (such as French, German, or 
Spanish), of which at least two are literature 
courses, and 3) two courses in a second foreign 
language (at any level), or in another discipline 
(such as history, religion, philosophy, etc.), or in 
an approved specialty (world literature in trans- 
lation, myth, the Don Juan tradition, etc.). Stu- 
dents should have one course using comparative 
methodology. Linguistics and literary criticism 
are recommended. 


The Writing Workshop helps develop serious 
writers — students who think of themselves pri- 
marily as writers and students for whom writing 
will be an important avocation. Students devel- 
op their curriculum individually in consultation 
with the Mentor. Course work varies consid- 
erably, but normally must include at least two 
workshops (selected from offerings in such sub- 
jects as poetry, fiction, playwriting, reviews, and 
journalism) and six other courses in literature. 
Seniors are required to complete a thesis or 
Senior manuscript. 

AWW 202 Creative Journalism: 
Features, Interviews and Book Reviews 

Prof. Sterling Watson 

This course is open to anyone. Students will 
write book reviews, attempting to model theirs 
after the best that they can find to read in 
periodicals such as The New York Review of 
Books, and The New York Times Book Review. 
The class may visit the St. Petersburg Times and 
talk to staffers about reviewing and newspaper 
writing in general. Students will write feature 
articles about important and interesting persons, 
places and events, and interviews of persons 
whose opinions and conjecture about news- 
worthy and controversial matters may be con- 
sidered of sufficient substance to merit such 
attention. Students may wish to offer their works 
to The Thimblerig for publication, or to other 
newspapers and Sunday magazines in Florida. 

There will be no text. A great many sources 
suggest themselves as supplementary reading. 
Among them are: The New Journalism, edited 
by Tom Wolfe, and the interviews of Oriana 
Fallaci. Evaluation will be based on class parti- 
cipation and on the quality of written work. 

AWW 2/3/427 Fiction Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclass students. The workshop will be lim- 
ited to 15 and will concentrate on various fic- 
tional techniques. Students will bring their 
stories and sketches for discussion and review in 
class. A familiarity with current fiction and books 
about current fiction will also be encouraged. 
Evaluation will be based on class participation 
and on stories written during the term. Pre- 
requisite: permission of instructor. 

AWW 2/3/428 Fiction Workshop 

Prof. Sterling Watson 

This course is open to all, limited to 15, and 
intended to be an introduction to fiction writing 
with emphasis upon short story technique. It 
seeks to acquaint the student with critical prin- 
ciples attendant to the reading of fiction, and 
with basic principles of craft, or the learned 
aspect of fiction writing. Students' mimeo- 
graphed stories will be read aloud and discussed 
in class. A familiarity with varieties of fiction and 
with primary sources for commentary on tech- 
nique and the state of the art (such as the Paris 
Review interviews) will be encouraged. Empha- 
sis will be placed upon writing and rewriting, the 
development of works through the several 
phases of composition from, as it were, dynamit- 
ing to diamond cutting. Evaluation will be based 
on the quality of class participation and writing. 
This is a course students may wish to take more 
than once. Prerequisite: permission of instructor. 

AWW 2/3/429 Poetry Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 
15 students and will concentrate on forms and 
technique in poetry. Students will submit their 
poems for discussion and review. A familiarity 
with current poetry magazines will also be en- 
couraged. Evaluation will be based on poetry 
written during the term. Prerequisites: permis- 
sion of the instructor. 


A concentration in East Asian Area Studies may 
be planned through a supervising committee of 
three faculty members. 

CAS 282 East Asian Area Studies 

For description, see AREA STUDIES. 


In addition to the collegia! requirements of sta- 
tistics and two modes of learning courses, stu- 
dents majoring in economics are required to 
take a minimum of eight economics courses and 
Calculus I. All students will take Principles of 
Microeconomics, Principles of Macroeconom- 
ics, Intermediate Microeconomic Theory, 
Intermediate Macroeconomics and History of 
Economic Thought. In addition, students will 
choose electives from a list of approved courses. 
Independent study courses supervised by the 
economics faculty can count as economics 

BEC 281 Principles of Microeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmidt 

This course will develop basic principles of price 
theory and focus on their application. We will 
study the operation of the market system and 
illustrate it with examples of recent farm and 
energy problems. We will discuss industrial 
structure and pricing of output under different 
competitive structures. A text will be an- 
nounced. There will be several one-hour tests 
and a final exam. This course is required of all 
students concentrating in economics. 

BEC 282 Principles of Macroeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmidt 

This is an introductory course in national in- 
come determination theory. It includes an 
analysis of the elements which comprise the 
national income and the role of the federal gov- 
ernment in maintaining a high level of income 
and employment without inflation. Special 
attention is given to monetary and fiscal policy. 
We will develop a model of the economy and 
use it to study recent problems of inflation, 
recession, and balance of payments deficits. This 
course will use a textbook. There will be several 
tests and a final exam. This course is required of 
all students concentrating in economics. 

BEC 381 Intermediate Microeconomics 


This course is a continuation of Principles of 
Microeconomics. We start by developing the 
theoretical basis for consumer demand theory. 
We discuss empirical and methodological prob- 
lems encountered in operationalizing demand 
theory. In addition, pricing and output decisions 
of both industries and firms within the industry 
are studied using simple mathematical and geo- 
metric models. Particular attention is given to 
the price and output adjustments firms and 
industries make when confronted with initial 
disequilibrium situations. A text will be used. 
Three hour tests and a final examination will 
serve as bases for evaluation. Principles of 
Microeconomics is prerequisite. This course is 
required for all students concentrating in eco- 

BEC 382 Intermediate Macroeconomics 

Prof. Tom Oberhofer 

This course covers the basic determinants of 
aggregate demand and aggregate supply. The 
course is divided into three main parts: first, 
national income accounts; second, a static 
analysis of the aggregate market for goods and 
services using both Keynesian and neo-classical | 
approaches; and third, the applications of ! 
macro theory to the problems of domestic stabi- 
lization and the balance of payments. A text will 
be announced. Evaluation will be based on a 
paper, several tests and a final exam. Prereq- 
uisite is BEC 282 Principles of Macroeconomics. 

BEC 383 Labor Economics 

Prof. Eugene Lebrenz 

This course examines the branch of economic 
theory and analysis dealing with the supply and 
allocation of labor. The determination of wage 
rates and income is integrated throughout the 
course. A review of unions and other institu- 
tional factors upon the labor market will be 
studied. The emphasis of the course will be j 
upon the analysis of the uniqueness of labor as 1 
a factor of production. The topic of human 
capital and valuation is studied in depth. Unem- 
ployment of labor will be reviewed. The course 
may be of special interest to students interested ' 
in personnel work. The text is Reynolds, Labor I 
Economics and Labor Relations. Evaluation will 
be based upon several hour exams, a final exam, 
and class presentations. BEC 281 Principles of 
Microeconomics is a prerequisite. 

BEC 384 Managerial Economics 

Prof. Peter Hammerschmidt 

The emphasis of this course is upon applying 
theoretical economics to problems faced by 

managers of private business. A number of case 
studies will be used, and business simulation 
games will cover some areas of the subject. The 
goal is to improve the students' knowledge of 
the problems business managers must cope with 
and to give the students skills in using economic 
tools as aids in resolving these problems. Re- 
quired reading will include one text. Evaluation 
will be based upon performance on case studies 
and quizzes. This course is primarily for the stu- 
dents concentrating in management, but any 
student who has a background in economics 
and is interested in application will enjoy the 
course. Students taking this course should have 
had BEC 281 Principles of Microeconomics or 
permission of the instructor. 

BEC 386 Money and Banking 

Prof. Peter Hammerschmidt 

In this course attention will be given to the struc- 
ture of commercial banking in the United States, 
how the structure evolved, and what sort of 
functions banks perform in today's modern mar- 
ket economy. The course will also deal with 
monetary theory. The goal is for students to 
learn the structure and functions of commercial 
banks and to broaden their understanding of a 
money economy. One textbook will be the re- 
quired reading for the course. Evaluation will be 
based on performance on semester tests plus a 
final exam. This course is primarily for students 
concentrating in economics or in management 
with an economics emphasis. Students should 
have taken BEC 282 before taking this course. 

BEC 388 Economic Development 

Prof. Tom Oberhofer 

This course will focus on the problems faced by 
economically developing countries, it has two 
general goals: (1) to understand what factors 
contribute to or retard the process of economic 
development and (2) to investigate how domes- 
tic and international resources can be effectively 
utilized in pursuit of development goals. The 
course will investigate noneconomic (i.e., cul- 
tural, political) as well as traditional economic 
aspects of development. Evaluation will be 
based on class participation, a paper and exam- 
inations. A text will be used, supplemented by 
outside readings. Prerequisites are BEC 281 Prin- 
ciples of Microeconomics or BEC 282 Principles 
of Macroeconomics. Offered in 1980-81 and 
alternate years. 

In addition we investigate expenditure patterns 
for all levels of government. We discuss the 
fiscal relations between different levels of gov- 
ernment (leading to a review of revenue shar- 
ing), the distributional impact of the fiscal 
system and policy options available to govern- 
ment for dealing with such problems as poverty 
(the negative income tax), education and eco- 
nomic growth. A text will be used, supplemented 
by outside readings. Evaluation in the course will 
be based on semester tests and a final exam. A 
paper will be required. The prerequisite is BEC 
281 or BEC 282. 

BEC/BSO 485 History of Social 
and Economic Thought 

Prof. Peter Hammerschmidt 

This course will examine the historical develop- 
ment of social and economic thought. The per- 
spective of the course will be to understand the 
process of the "social construction of reality" 
and to interpret and integrate social and eco- 
nomic theory through that perspective. The 
course will begin with an investigation of the 
Hebraic and Hellenistic traditions and proceed 
briefly to the Medieval period (Aquinas) and 
into Mercantilism (Mun, Steuard). The main 
part of the course will then proceed to study the 
social and economic theorists of the 18th and 
19th centuries (Smith, Ricardo, Malthus, Ben- 
tham, Marx, Weber, Durkheim). The course will 
conclude with a look at the 20th century 
theories of Veblen, Schumpeter, and others. 
Evaluation will be determined by exams, papers, 
and class presentations. At least one course in 
economics and sociology and permission of the 
instructor are prerequisite. 

BEC 488 International Economics 


This course presents a consideration of interna- 
tional trade and international finance theory 
and policy. The balance of international pay- 
ments, exchange-rate adjustment, the nature of 
the gains from trade, and U.S. commercial policy 
are among the principal topics included. There 
will be one basic text, with additional library 
reading and written reports. Two tests and a final 
examination will serve as criteria for evaluation. 
Prerequisites are BEC 281 and 282, Principles of 
Microeconomics, and Principles of Macro- 
economics. Offered in 1980-81, then in alternate 


BEC 484 Public Finance 

Prof. Tom Oberhofer Elementary and Early Childhood Education 

This course focuses on the fiscal operations of 
federal, state and local governments. We investi- 
gate the major components of the American tax 
system (income, sales, property, social security). 

The Elementary Education major requires a 
minimum of 15 courses in general education, 
with not less than two courses and not more 
than four courses earned in each of the five fol- 

lowing areas: communication (two to four cours- 
es), human adjustment (four courses), biological 
sciences, physical sciences, and mathematics 
(two courses), social sciences (two to four cours- 
es), humanities and applied arts (four courses). 
The major also requires seven courses and one 
winter term of professional preparation. Each 
student will be expected to have a period of 
intensive study off campus in a culture other 
than his/her own. The Elementary and Early 
Childhood Education major has the same re- 
quirements as the Elementary Education major, 
but requires nine courses and one winter term 
of professional preparation. Students majoring 
in Education must have a minimum grade point 
average of C or 2.0 in all college level work. 

Secondary Education 

Eckerd College has approved programs for Sec- 
ondary Education in art, biology, chemistry, 
drama, English, French, German, history, hu- 
manities, mathematics, music, physics, psychol- 
ogy, social sciences, sociology and Spanish. The 
program includes six courses in professional 
education and sufficient required courses to 
qualify for a major in the content area. 

AED 118 (Modes of Learning) 
Development of the Young Child 

Prof. Molly Ransbury 

The growth of the young child from infancy to 
age six will be examined in an attempt to estab- 
lish links between biological, familial, and cul- 
tural influences on the child and the design of 
outstanding early educational practices. Stu- 
dents will observe one child with particular 
attention to individual differences including 
birth order, sensory stimulation and deprivation, 
sex, race, and social class in relation to intellec- 
tual functioning, socialization patterns, and apti- 
tudes. Evaluation will be based on an anecdotal 
record and exploration of issues such as design 
and implementation of early childhood cur- 
ricula, alternate staffing, and the role of the 

AED 119 (Modes of Learning) 
Environments of Learning 

Prof. Richard Bredenberg 

A study of the various formal and informal envi- 
ronments in which learning occurs in order to 
discern how learners learn and how teachers 
teach. The environments include: schools — 
public and private, traditional and innovative; 
other learning centers — libraries, museums, gal- 
leries, science centers, places of business, cor- 
rectional institutions, churches; programs — for 
the handicapped, the gifted, the average, the 
child, the adult, the aged. In addition to regular 
meetings, the class will make six field trips. Stu- 

dents will identify elements of learning theory 
and appraise the teaching and managerial skills 
involved in each program in relation to learning 
theory. Each student will research one program 
in depth and participate as a para-professional 
for 40 hours in that program. The text will be 
Understanding School Learning by Michael j. A. 
Howe. Evaluation will be based upon the quality 
of the para-professional performance, a journal, 
and two examinations. 

AED 203 Education of the Young Child 

Prof. Molly Ransbury 

Emphasis is given to the development and im- 
plementation of plans for an optimum learning 
environment for three, four, and five-year-olds. 
A complete instructional unit is designed as part 
of a series of theory-oriented seminars and then 
operationalized within a licensed early child- 
hood program. Evaluation is based on the effec- 
tiveness of the unit design as determined by 
child-learning outcomes, the creativity of the 
design unit, and the extent to which the unit 
incorporates a sound theoretical base. Prereq- 
uisite: Early Childhood Education I. 

AED/APS 207 Group Dynamics 

Prof. Paul Herman 

This course focuses on task groups and how they 
function. Primary study examines those factors 
that help groups function or malfunction and 
transitional stages of group process. Course 
requirements include extensive participation, 
leadership of task groups, and development of 
prescriptive proposals for existing groups. Re- 
quired texts are Joining Together by Johnson 
and Johnson and Group Process by Luft. Per- 
mission of instructor required. Limited to 15 stu- 

AED 250 (Directed Study) 

Education Experience: Alternative School 

Prof. Molly Ransbury 

The purpose of this directed study is to offer the 
student the opportunity for viewing approaches 
to the educational process, assessing the con- 
cept of man as learner, evaluating the learning 
process, and refining attitudes toward school- 
ing. Requirements include observing in several 
alternative schools, and conducting a teaching 
project in one school. Evaluation is based on a 
weekly conference with the school director, the 
professor, and the school staff. A video tape 
progress report is to be made and presented to a 
group of students in education for evaluative 

AED 322 Methods of Teaching Reading 

Prof. Molly Ransbury 

An investigation of the theory of reading is fol- 

lowed by practice in recognizing and diagnosing 
reading problems. Through a series of seminars 
and one-to-one experiences with children, the 
student develops competency in evaluating pre- 
reading skills; decoding, comprehension refer- 
ence, and study skills. Evaluation is based on a 
diagnostic report for one child that employs 
both informal and formal diagnostic procedures. 
Prerequisite: admission to the Elementary Edu- 
cation program, or approval of the instructor. 
First preference will be given to students in the 
Elementary Education program. 

AED 340 Issues and Trends in Special 
Education Prof. Jean Ralph 

This course is designed to help the student 
explore key issues in education. Areas will in- 
clude an examination of instructional alterna- 
tives, legal issues, and modes of professional col- 
laboration. In addition, students will examine 
the interface between regular education and 
special education. The entire range of excep- 
tionalities will be considered. Students inter- 
ested in careers in Special Education, Elementary 
Education, or Secondary Education and Child 
Psychology will find this course particularly 
appropriate. Evaluation will include assessment 
of periodic assignments as well as a final exam- 
ination. An optional practicum can be arranged 
in a variety of exceptionalities. Required text 
Special Education in Transition by Jones and 

AEC) 351 (Directed Study) 
British innovative Education 

Prof. Molly Ransbury 

Since the publication in 1960 of A. S. Neill's Sum- 
merhill: A Radical Approach to Child Rearing, 

Americans have become extremely interested in 
British education. The British pre-school play- 
group, middle school, infant school and open 
university have emerged as primary models for 
American educational innovation. The purpose 
of this course is to provide a structure for the 
study of British education. Evaluation will be 
based on two papers: a three to five page back- 
ground research document demonstrating 
familiarity with British education; and one con- 
centrating on a particular segment of British 
education, which will describe current trends 
and issues, compare the topic under study to a 
selected norm, evaluate the results, and present 
an annotated bibliography. 

AED 401 Elementary Education Methods I 

Prof. Jean Ralph 

This course includes an investigation of both the 
theory and practical application of methodolo- 
gies of academic instruction. Through a series of 
seminars, individual conferences, observations, 

and one-to-one experiences with children, the 
student will explore, plan, and evaluate ap- 
proaches to communication as a teacher. Eval- 
uation will be based on the student's oral 
presentation of constructive suggestions for 
improving methodology, as well as on a tutoring 

AED 421 Psychology for Education 

Prof. Jean Ralph 

This is a study of the psychological foundations 
of education with emphasis upon those which 
have application for the classroom teacher. The 
course is interrelated with experiences of stu- 
dent teachers and is a requirement of candidates 
for elementary and secondary education certifi- 
cates. The course is open to others by permis- 
sion of the instructor. 

AED 422, 423, 424 

Professional Elementary Education 

Profs. Molly Ransbury, Jean Ralph 

The professional semester for Elementary Educa- 
tion interns includes participation in all phases 
of the operation of an elementary school. In- 
terns practice their teaching skills at both the 
primary and intermediate grade levels within 
each of three methods of classroom organiza- 
tion: open space, self-contained, and team- 
teaching. The intern also spends time in direct 
study with the school principal, social worker, 
guidance counselor, learning resources direc- 
tor, language arts specialist, and art, music, and 
physical education teachers. Prerequisites: 
admission to the Teacher Education program 
and the successful completion of all courses for 
Elementary Education certification except Issues 
in Education. 

AED 431 Pre-internship 

Prof. Richard Bredenberg 

This is an experience-oriented course con- 
ducted primarily in the public secondary 
schools. Each student will be assigned to work 
with a public school teacher for ten hours per 
week for one semester. Activities may include 
assisting in individualized instruction, tutoring 
small groups, teaching micro-lessons. Evaluation 
will be based on written self-appraisal as a can- 
didate for the teaching profession, a written 
evaluation by the public school directing teach- 
er, and an observation of the student's teaching 
by the professor. Prerequisite is admission to the 
Teacher Education program. 

AED 435, 436, 437 Professional Education 

Prof. Richard Bredenberg 

The first four-and-a-half weeks of the semester 
include a variety of experiences to equip stu- 
dents with skills for classroom teaching. The cur- 

riculum strives for student competency in the 
use of audio-visual materials, applications of 
learning theory to the classroom, special meth- 
ods of teaching, knowledge of the operation of 
the public schools, and recent innovations in 
education, followed by nine weeks of student 
teaching during which the student teacher 
assumes full teaching responsibility. Prerequi- 
sites are Psychology for Non-majors, Preprofes- 
sional Experiences I and II, or Pre-lnternship, 
and formal admission to the Teacher Education 

AVS 484 Issues in Education 

Prof. Jean Ralph 

The sociological foundations of education are 
explored in this Creative Arts Collegium collo- 
quium. This seminar includes: reports and com- 
ments on internship observations and inter- 
actions; discussion of assigned reading from 
texts, periodicals, and the press; interviews with 
visiting experts, i.e., school board members, 
classroom teachers, parents and children; 
exploration of media as it relates to education; 
studies of the expectations of individuals and 
societies concerning education; development 
of a statement of personal-professional value 
demonstrating an integration of data from cur- 
ricular experience. 


Two closely related programs are available for 
students interested in multidisciplinary prepara- 
tion for careers or graduate study in areas 
related to Environmental Planning, Natural 
Resource Management and other areas con- 
cerned with the dynamics of the Environmental 
and Earth Sciences. Students may obtain an Earth 
Sciences major which includes broad prepara- 
tion in the natural and physical sciences. Ordi- 
narily students will complete courses in the fol- 
lowing areas: Invertebrate Zoology, Botany, 
Chemistry I and II, Physics I and II, Geology, 
Oceanography, Ecology, Paleontology, Meteor- 
ology and Climatology, Geography and a sem- 
inar in Ecology, Evolution and Natural Resourc- 
es. Each student will usually elect additional 
courses in the Natural and/or Behavioral Sci- 
ences according to individual interests. A stu- 
dent may also plan an Environmental Studies 
program which will fit individual needs under 
the guidance and approval of a Faculty Super- 
visory Committee. Several particular areas of 
study are especially pertinent to the Environ- 
mental Studies. These include: Invertebrate 
Zoology, Botany, Ecology, Advanced Topics in 
Ecology, Chemistry I and II, Statistics, Precalcu- 

lus skills. Computer Programming, Social Psy- 
chology and Cultural Anthropology. For either 
a B.A. or B.S. degree, students will ordinarily be 
expected to do a senior thesis concerning some 
aspect of the local environment. Additional sup- 
porting courses in the Natural and/or Behavioral 
Sciences will be recommended depending upon 
the specific direction a student wishes to take. 

Refer to the following course descriptions 
related to the Environmental Studies/Earth Sci- 
ences major: 

NBI 197 Plant Biology 

NBI 199 Marine Invertebrate Biology 

NBI 301 General and Aquatic Ecology 

NBI 402 Advanced Topics in Ecology 

NCM 205 Astronomy 

NCM 207 Geology 

NVS 482 The Oceans and Man 

NVS 483 Ecology, Evolution and Natural 


NCH 121 Concepts in Chemistry I 

NCH 122 Concepts in Chemistry II 

NPH 141 Fundamental Physics I 

NPH 142 Fundamental Physics II 

NCM 113 Computer Algorithms and 


NMA 103 Principles of Statistical Inference 

BPS 302 Social Psychology 

Other courses to be announced: Meteorology 
and Climatology, Paleontology, Geography, 
Cultural Anthropology. 


A finance concentration may be elected by a 
student as a skill area within the management 
major. Students electing finance as a skill area 
within the management major must meet 
requirements for the Eckerd College Manage- 
ment-Leadership programs. See MANAGEMENT 
for descriptions of those requirements and 


For a major in French, eight courses beyond ele- 
mentary French are required, and students may 
choose from among the following offerings: 
Intermediate French I and II, Introduction to 
French Literature, Advanced Conversational 
French, Advanced Composition and Grammar, 
Survey of French Literature to 1600, The Classical 
Theatre, Eighteenth Century French Literature, 
Nineteenth Century French Literature, Twenti- 
eth Century French Literature and French Area 
Studies. Supporting work in other areas is advis- 
able. Study abroad during the Junior year in 
Avignon at the Institute for American Univer- 

sities (with which Eckerd is affiliated) is strongly 

CFR 110 (Modes of Learning) 
CFR 102 Elementary French 

Prof. Henry Genz 

This course is designed to give the student a 
basic facility in four skills: listening comprehen- 
sion, speaking, reading, and writing. In addition 
to regular class sessions, there will be listening 
and speaking practice in the laboratory. Short 
teaching films will be used throughout the 
course. Attention will also be given to methods 
and techniques used in language learning. Text- 
book: Harris and Leveque, Basic Conversational 
French, 6th edition. No prerequisites for CRF 
110; prerequisite for CFR 102 is CFR 110 or 

CFR 105 Reading French: A Direct 
Approach Prof. Henry Genz 

This course is for the student with little or no 
previous study of French who would like to 
acquire a basic reading knowledge in a short 
period of time and will involve a study of vocab- 
ulary, idioms, grammar, and extensive practice 
in translating from French to English. Each stu- 
dent will undertake a reading project of his 
choice. Translation from French to English of 
research articles in the student's major field is 
especially encouraged. Text: Palmeri and Milli- 
gan, French for Reading Knowledge. Require- 
ment: open to students who have had no more 
than one year of college French. Will be offered 
as a winter term project in 1980. 

CFR 201 Intermediate French 

CFR 202 Intermediate French 

Prof. Henry Genz 

Reading of short stories, essays, novel excerpts, 
by outstanding writers; grammar review; lab 
practice; films; emphasis on the simultaneous 
development of the four language skills: speak- 
ing, oral comprehension, reading, and writing. 
Reading list: French Prose: An Intermediate 
Reader by Galpin and Milligan. Intermediate 
Conversational French, Third Edition, by Harris 
and Leveque. Work to be submitted for evalua- 
tion: bi-weekly tests, final exams, outside proj- 
ect. Prerequisite: for CFR 201, two courses of 
college French or two years of high school 
French; CFR 201 or equivalent is a prerequisite 
for CFR 202. 

LFR 301 Introduction to French Literature I 

Prof. Henry Genz 

The main purpose of this course is to further the 
students' knowledge of the language through 
literature. Therefore, no attempt is made to 

offer a survey of literature, and most of the plays 
and novels are by contemporary writers: Gide, 
Mauriac, Camus, Saint-Exupery, lonesco, etc. 
Class meetings consist entirely of discussions, 
and participation is an important factor in eval- 
uation. Evaluation will be based on a journal, 
class participation, and a final examination. Pre- 
requisite: third year level of proficiency in 

LFR 320 Advanced Conversational French 

Prof. Rejane Genz 

The emphasis in this course is on colloquial 
French. The students will have the opportunity 
of suggesting the topics of conversation. They 
will be asked to read articles in French maga- 
zines; they will learn to handle all types of cor- 
respondence in French, and to write newspaper 
articles. Materials to be used include: Diction- 
naire de I'argot moderne, dictionnaire des diffi- 
cultes de la langue francaise and Entre-nous, an 
entirely new type of textbook just published by 
a Yale professor who compiled a series of con- 
versations with French and American college stu- 
dents in his own advanced conversation class at 
Yale. Evaluation will be based on the degree of 
participation in all aspects of the course. Pre- 
requisite: A third year level of proficiency is 
generally expected, but second year students 
will be admitted in the course upon recommen- 
dation of their professor. Offered in 1979-80, 
then in alternate years. 

CFR 402 Survey of French Literature to 1600 

Prof. Henry Genz 

A study of representative medieval and Renais- 
sance works including La Chanson de Roland, Le 
Roman de la rose, selected poems of Villon, Du 
Bellay and Ronsard, Gargantua and Pantagruel, 

and selected essays of Montaigne. Evaluation 
will be based on oral reports, term paper and 
final exam. This course is taught in French. Pre- 
requisite: completion of at least one third-year 
level college French course. Offered in 1979-80, 
then in alternate years. 

LFR 405 Twentiety Century French 
Literature Prof. Rejane Genz 

In this course we will study the works of several 
great contemporary French poets, playwrights 
and novelists, including Valery, Proust, Gide, 
Claudel, Mauriac, Colette, Camus. Discussions 
are conducted entirely in French, and the 
course is designed to further the students' 
knowledge of the language as well as their 
appreciation of literature. Evaluation will be 
based on class participation and a journal. Pre- 
requisites: completion of a third year level 
French course is usually required. However, all 
students (including Freshmen) with an adequate 

reading knowledge of French are eligible. Com- 
petency can best be determined by an interview 
with the professor. Offered in 1979-80, then in 
alternate years. 

LFR 423 Nineteenth Century French 
Literature Prof. Rejane Genz 

The purpose of this course is to study the works 
of the most important novelists and poets of that 
period, including Balzac, Stendhal, Flaubert, 
Zola, Baudelaire, Rimbaud, Mallarme. Evalua- 
tion will be based on a journal and on class parti- 
cipation. Prerequisite: Normally three years of 
college-level French or the equivalent. How- 
ever, any student who has a good reading 
knowledge of French is eligible. Offered in 
1980-81, then in alternate years. 

CFR 429 French Literature of the Eighteenth 
Century Prof. Henry Genz 

This is a study of the more important literary fig- 
ures of the period including Voltaire, Rousseau, 
Prevost, Condillac, Buffon, and Montesquieu, in 
addition to lectures and discussion, there will be 
"explication de textes," and oral reports based 
on outside readings. Evaluation will be based on 
class participation, a term paper, and midterm 
and final examinations. Prerequisites: 18 semes- 
ter hours of college French or equivalent. This 
course is offered in French. Offered in 1980-81. 

CFR 432 Classical Theatre 

Prof. Henry Genz 

A study of the plays of Corneille, Racine argd 
Moliere. Explication de textes; oral and written 
reports. Offered in French. Materials to be used: 
Plays of Corneille, Racine and Moliere in paper- 
back. Work to be submitted for evaluation: final 
exam, term paper, oral reports. Prerequisites: 18 
semester hours of college French or equivalent. 
Taught in French. Offered in 1980-81. 

CAS 284 French Area Studies 

Profs. Henry, Rejane Genz 

For description, see AREA STUDIES. 


CGE 250 Directed Study 

Geography Prof. Dudley DeGroot 

This course is designed to introduce the student 
to the basic concepts, theories and substantive 
material of the field of modern geography. The 
relationship between material environment and 
man's culture systems will be examined. Intro- 
duction to Geography by Murphy will be util- 
ized as the basic text, along with a number of 

maps. Evaluation will be based upon completion 
of a series of exercises, required map work and 
a reading notebook. 

CGE 350 Directed Study 
World Regional Geography 

Prof. Dudley DeGroot 

This course is designed to study the relationship 
of the activities of man to his natural environ- 
ment on a world wide basis. The relationship 
between such geographic variables as soils, land 
forms, climate, vegetables and minerals, and the 
cultural systems of different areas of the world 
will be explored. Regional Geography of the 
World edited by Wheeler, Kostbade, and Tho- 
man will be the basic text. Evaluation will be 
based upon completion of a series of short 
"problem papers" and compilation of a glossary 
and a reading notebook. 


A student who wishes to major in German lan- 
guage and literature must complete eight 
courses in-that subject beyond elementary Ger- 
man; one of these courses should be German 
Area Studies. The student must also complete a 
reading list of major German authors or works 
not covered by course offerings. Study abroad 
is strongly recommended. 

CGR 110 (Modes of Learning) 
CGR 102 Elementary German 

Prof. Kenneth Keeton 

Elementary German presents the language ^ 
through filmed situations which are then dis- \ 
cussed by two methods: patterning and gram- 
matical analysis. The student will choose the 
method appropriate to his need and learning 
habits. Satisfactory completion should enable 
the student to function in a German-speaking 
country and pursue further study of the lan- 
guage and literature. Films are supplemented by ^ 
interesting but elementary reading material. 
Work to be submitted for evaluation: regular 
quizzes and a final oral/written exam. Prereq- 
uisite for CGR 102 is CGR 110 or the equivalent. 

CGR 150/151 (Directed Study) 
Programmed Elementary German 1. 11 

Prof. Kennetn Keeton 

A programmed course which allows the good 
student (good in the sense of language aptitude) 
to move at his own pace. Content involves both ,, 
grammar and speech. Text and tapes: Pro- | 
grammed German, edited by K. Keeton. Work 1 
to be submitted for evaluation: weekly quizzes; ] 
final oral and written exam. 

CGR 201/202 Intermediate German 
Through Film III, IV Prof. Kenneth Keeton 

This program consists of 26 filmed episodes. It 
provides the basis for a structural study of the 
language and continued development of basic 
skills through the active use of German in class 
discussion. The films, which were produced in 
Germany, offer a valuable introduction to 
German culture and life-styles, in addition to 
native language models. Films are supple- 
mented by reading text and reviewing grammar. 
Evaluation is based on regular class participa- 
tion, oral and written assignments, and quizzes. 
Prerequisites: CGR 110/102 or the equivalent for 
CGR 201; CGR 201 for CGR 202. 

CGR 301/302 Introduction to German 
Literature and Life Prof. Kenneth Keeton 

These two courses (301, Fall: 302, Spring) intro- 
duce the student to contemporary German lit- 
erature and life. Reading materials will be 
chosen according to student ability and interest. 
In addition to modern fiction, student may read 
and discuss articles from magazines such as Der 
Spiegel and Scala. Evaluation is based on class 
participation and improved ability to speak, 
read, and translate. Prerequisite: CGR 202 or 

CGR/CLI 304 The Novels of 

Herman Hesse Prof. Kenneth Keeton 

This course will focus on the novels of Hermann 
Hesse in translation or, if German credit is 
desired, novels may be read in German. Class 
discussion will be led by students, and individual 
students will act as resource persons for a par- 
ticular novel. A final term paper that must be 
comparative in nature and/or a "take-home" 
final exam will be the criteria for evaluation. 

CGR 350 (Directed Study) 

German Phonetics Prof. Kenneth Keeton 

This is directed study through text and tapes by 
native speakers. Students learn phonetic alpha- 
bet, speech patterning, and inflection of High 
German through written and oral example. The 
final exam consists of both oral and written 
transcription from Roman script to phonetics 
and from phonetic to Roman. This course is 
required of future teachers of German. W. Kuhl- 
mann, German Pronunciation, translated and 
edited by D. Nichols and K. Keeton, will be the 

CGR/CLI 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

This directed study includes the major short 
stories, the three novels, and the two volumes of 

diaries of Franz Kafka. Additional reading in- 
cludes biographical material and selective criti- 
cal readings. The course may be taken in either 
German or English. Weekly discussions are 
recommended though the syllabus contains 
assignments that may be submitted in writing. 
These weekly assignments plus a major term 
paper determine the grade. There are no pre- 
requisites for English; German students should 
have advanced standing. 

CAS 285 German Area Studies 

Prof. Mary Paidosh 

For description, see AREA STUDIES. 


Please see CLASSICS 


CHE 101/102 Introduction to Modern 
Hebrew Rabbi Morris Chapman 

This is an introductory course in conversation, 
reading, composition, and grammar. All lessons 
are designed to give students growing skills in 
comprehending written and oral Hebrew. Cri- 
teria for evaluation include class participation, 
written assignments, and oral expression. Texts: 
Menahem Mansoor, Contemporary Hebrew; M. 
Ron, Shah-ahr L'ivrit, Book I. 

CHE 201/202 Intermediate Modern 
Hebrew Rabbi Morris Chapman 

A more intensive approach to conversational 
Hebrew and an appreciation of Jewish concepts. 
Special attention will be given to individual 
needs. Criteria for evaluation include class par- 
ticipation, written assignments and oral expres- 
sion. Texts: Menahem Mansoor, Contemporary 
Hebrew; M. Ron, Shah-ahr L'lvrit, Book II. Pre- 
requisite: CHE 102 or permission of instructor. 

CHE 301/302 Advanced Modern Hebrew 

Rabbi Morris Chapman 

An in-depth study of the fine points of Hebrew 
grammar and idiomatic oral expression. Empha- 
sis will be placed on the individual's special area 
or interest. Criteria for evaluation include class 
participation, written assignments and oral 
expression. Text: M. Ron, Shah-ahr L'ivrit, Book 
III. Prerequisite: CHE 202 or permission of the 


The requirements of a major in history are com- 
petence in United States history, European his- 
tory, and one additional field of history, to be 
determined by written comprehensive examina- 
tion in the Senior year. The level of competence 
in each field is the equivalent of three courses in 
the field. In addition, students will be required 
to demonstrate competence in historiographical 
skills and knowledge, to be determined by oral 

LH1 111 (Modes of Learning) 

The Nature of History: World War II 

Prof. William Wilbur 

This course is an introduction to the kinds of 
questions historians ask, and the materials they 
utilize. The specific topic for historical investiga- 
tion may change from year to year. The course 
will focus on the era of World War II. A wide 
variety of historical approaches will be included, 
as will some of the philosophical issues raised in 
historical inquiry. Its purpose is to encourage 
critical thinking and the growth of historical 
understanding through an analysis of the era of 
World War 11. Various aspects of the origins, 
course and consequences of the war will be 
dealt with through readings, discussions, lec- 
tures, and film. The approach will be selective, 
focusing on certain important historical prob- 
lems, rather than a general coverage of the war. 
Readings will be drawn from selected paper- 
backs. Evaluation will be based upon class par- 
ticipation and three short papers on topics 
handed out in class. 

LH1 112 (Modes of Learnine) 
Problems in American Civilization 

Prof. William McKee 

This course will examine several historical devel- 
opments that have been important in shaping 
contemporary American civilization: Puritanism 
and the American character, racism from planta- 
tion to ghetto, immigration and the myth of the 
melting pot, feminism and the myth of the 
American woman, imperialism and the mission 
of America, capitalism and the welfare state, and 
the American dream and the future. As a modes 
of learning course, it will develop the skills of 
analysis, criticism, and evaluation involved in 
historical explanation and the application of 
historical knowledge to current problems. Read- 
ings will be from both primary and secondary 
historical sources, and will include controversial 
interpretations. Criteria for evaluation will 
include participation in discussion, student 
reports, brief papers, and a research paper. Not 
offered in 1979-80. 

CH1 113 (Modes of Learning) 
Revolutions in the Modern World 

Prof. William Parsons 

Students will examine revolution in the modern 
world from three perspectives: revolution as an 
idiographic phenomenon with an in-depth 
examination of the French and Russian Revolu- 
tions; revolution as a comparative study, based 
on Brinton's Anatomy of Revolution; and revo- 
lutionary leadership, with particular emphasis 
on Mao Tse-Tung's role in the Chinese revolu- 
tion. Students will write three short papers 
(two-three pages) analyzing and evaluating the 
assigned readings and topics, and they will write 
one medium length research paper (eight- 
twelve pages) on a revolution, or some aspect of 
revolution not dealt with by the entire class. In 
addition to the above papers, evaluation will be 
based on participation in discussion and two 
hour exams. Offered in 1979-80, then in alter- 
nate years. 

CH1 114 (Modes of Learning) Global History 

Prof. William Parsons 

This course provides an overview of the history 
of mankind from the emergency of the major 
Eurasian civilizations to the present. Several 
organizing principles which seek to make sense 
of human history will be examined, but the 
general framework for this course will be the 
principle of cultural diffusion and the inter- 
action of cultures as developed by historian 
William McNeill. A major focus of the course 
will be the reasons for the rise of the West and 
the interaction of Western ideas and institutions 
with the rest of the world since 1500. Evaluation 
will be based on the development of a variety of 
skills important for further work in history and 
area studies: participation in discussion based 
on critical reading of primary and secondary 
sources; one book review and one short re- 
search paper (10-12 pages); two hour examina- 
tions and a final. Offered in 1980-81 and alter- 
nate years. 

LH1 116 Your Family in American History 
LH1 150 (Directed Study) 

Prof. William McKee 

This course will enable the student to study the 
history of his or her own family within the con- 
text of American history, relating it in particular 
to the development of American communities, 
the great migrations of peoples, the depression, 
World War II, and post-war American society. 
An effort will be made to examine the meaning 
of the American Dream to the different genera- 
tions. The student will do some background 
reading in recent American social history, and 
then will undertake to write a family history. 
The course will require some research in family 

records and interviews with family members. 
Evaluation will be based upon participation in 
class discussions, a number of brief preliminary 
papers, and a major paper on the history of your 
family in American history. Required texts are 
Watts and Davis, Generations, and Clark, et. al.. 
Three Generations in 20th Century America. 
Open to all interested students. Not offered in 

LHI 201 Europe in Transition: 1300-1815 

Prof. William Wilbur 

After an examination of the medieval roots of 
modern European cultures, this course will 
examine the contributions made by the Renais- 
sance and the Reformation, the economic and 
geographical expansion of Europe, the scientific 
revolution, the Enlightenment and the French 
and Industrial Revolutions to the making of 
modern Europe. Evaluation will be based upon 
class participation, short oral and written 
reports, and two examinations. 

LHI 202 The Foundations of Contemporary 
Europe: 1815-1945 Prof. William Wilbur 

This course focuses on European nationalism 
and liberalism, the industrial revolution, the rise 
of mass democracy, modern political parties, 
Marxism and class conflict, the nature of the 
"new" imperialism. World War I and its conse- 
quences, the Russian Revolution, the depres- 
sion, and the rise of totalitarian dictatorships. 
Intellectual developments such as Romanticism, 
Social Darwinism, existentialism, and Freudian 
psychology are examined in their historical 
context and evaluated for their impact on 
Western society. Basic reading from a selected 
text, with emphasis on using selected source 
materials, novels, plays, films, and recordings. 
Evaluation will be based on quality of participa- 
tion in class discussions, imaginative use of 
written and audio-visual materials in oral and 
written reports, mid-semester test and a final 
examination. Note: this course is one of a series 
of three, the other two being Europe in Forma- 
tion: Medieval and Renaissance and Europe in 
Transition: 1492-1815. 

LHI 223 History of the United States to 1877 

Prof. Carolyn Johnston 

This course surveys the history of the United 
States from the colonial beginnings to the after- 
math of the Civil War. it will examine the 
colonial foundations of American society and 
culture, the American Revolution, the develop- 
ment of a democratic society, slavery, the Civil 
War, and Reconstruction. Emphasis will be 
placed on various interpretations of the Ameri- 
can experience. Students will be expected to 

read widely in the historical literature. Criteria 
for evaluation will include participation in dis- 
cussion, several short papers, a midterm exami- 
nation and a final examination. 

LHI 224 History of the United States 

Since 1877 Prof. Carolyn Johnston 

This course will survey the transformation of the 
United States during the last century from an 
agrarian to an industrial nation. It will examine 
the impact of the industrial revolution, urban- 
ization, the rise to world power, the maturing of 
American capitalism, the New Deal, world war 
and cold war, and recent developments in 
American society. Emphasis will be placed on 
social and cultural developments as well as 
political and economic history. Students will be 
expected to read widely in the history of the 
period. Criteria for evaluation will include parti- 
cipation in discussion, several short papers, a 
midterm examination, and a final examination. 

LHI 240 History of England to 1714 
LHI 250 (Directed Study) 

Prof. William Wilbur 

The history of England from the Roman occupa- 
tion to the accession of George I is a rich and 
fascinating story and one which has unusual sig- 
nificance for Americans. This course opens with 
some consideration of the nature of the sources 
of English history and then deals with such main 
themes as the gradual unification of England 
after the collapse of Roman rule, the Norman 
Conquest and feudalism, the growth of the 
common law, the rise of Parliament, the Tudor 
revolution in government, the Anglican Refor- 
mation, the revolutions in the 17th century, 
and the triumph of parliamentary oligarchy. 
Assigned readings will be drawn from a basic 
text, source collections, and essays in historical 
interpretation. Evaluation will be based on the 
quality of participation in class discussions, short 
papers, a mid-term and final examination. Of- 
fered in 1980-81. 

LHI 241 History of Modern Britain Since 1714 

LHI 251 (Directed Study) 

Prof. William Wilbur 

This course traces the development of modern 
Britain from the accession of the first Hanover- 
ian King, George I, to contemporary times. Dur- 
ing this period Britain spawned the Industrial 
Revolution, became the world's largest empire, 
developed the cabinet system of government, 
transformed its own society from an agrarian 
oligarchy to an industrial democracy, became a 
welfare state, and finally lost its imperial power. 
Assigned readings will be drawn from a basic 
text, source collections, and essays in historical 


interpretation. Evaluation will be based on the 
quality of participation in class discussions, short 
papers, a midterm and final examination. Pre- 
requisite: LHI 240 or permission of the instructor. 
Offered in 1980-81. 

CHI 241 The Rise of Russia 

Prof. William Parsons 

This course will examine the evolution of the 
Russian state and society from the origins of the 
Kievan state in the ninth century to 1801. Empha- 
sis will be placed on the importance of external 
factors (Byzantium, the Mongol Invasion, con- 
flicts with Germans, Poles, and Swedes, and the 
influence of the West) on the development of a 
uniquely Russian civilization. Required reading 
will include selected primary sources, mono- 
graphs, essays, and films. A special effort will be 
made to examine the ways in which Russian and 
Soviet historians have interpreted their own past 
experience. Students will be evaluated on the 
basis of participation in class discussion, several 
short oral and written reports, and a final exam. 
Offered in 1979-80, then in alternate years. 

CHI 242 Modern Russian and the 

Soviet Union Prof. William Parsons 

Russia in the nineteenth and twentieth centuries 
will be the subject matter for this course. Special 
consideration will be given to the following 
topics: Imperial Russia in the nineteenth 
century; the Russian revolutionary tradition; 
continuity and change in Russian and Soviet 
history; the Soviet Union as a totalitarian soci- 
ety; and the Soviet Union as a world power. 
Criteria for evaluation will include participation 
in discussion, several short papers, and a final 
exam. Offered in 1980-81, then in alternate 

CHI 243 Cultural History of Russia 

Prof. William Parsons 

An examination of a succession of cultural 
epochs in Russian history, beginning with a brief 
look at the Kievan and the Muscovite Russia, 
and then studying Russian culture as part of the 
Europeanization process initiated by Peter the 
Great and his successors. The Golden Age of 
Russian culture in the nineteenth century will be 
examined. Finally, revolutionary culture and 
Soviet attitudes toward culture following the 
revolution will be studied. Textbooks, films, pri- 
mary source materials, and illustrated lectures 
will be used. The reading list will be available 
later. Evaluation: several short papers; final 
exam. No prerequisite, but open to Freshmen, 
only with permission of instructor. Offered in 
1980-81, then in alternate years. 

CHI 250 (Directed Study) Japanese 
Cultural History Prof. Gilbert Johnston 

This is a general introduction to Japanese cul- 
ture using an historical approach and going into 
considerably more detail than is possible in East 
Asian Area Studies. Different aspects of the cul- 
ture, including art, religion, literature, dominant 
values, and political structures, will be included. 
The course has the two-fold purpose of helping 
one come to an understanding of Japan and the 
Japanese as they are today and, at the same 
time, foster appreciation for unique values and 
cultural patterns of the past. Extensive biblio- 
graphical suggestions are provided with the 
course outline. The course is designed to be 
done on a semester basis and involves a series of 
brief bi-weekly papers and a longer paper or 
examination at the end. CAS 282 is recom- 
mended as a prerequisite. 

LHI 252 (Directed Study) History of London 

Prof. William Wilbur 

This is a course in urban history designed pri- 
marily for students in residence at the London 
Study Center. It focuses on London as the first 
truly modern city and offers the student insights 
into problems of urban history. Evaluation is 
based on the quality of a journal annotating 
visits to historical sites and museums, and obser- 
vations of London life; and a documented 
research paper focusing on some approved 
topic on London history and utilizing wherever 
possible maps, plans, architectural drawings and 
primary sources available at the Guildhall 

LHI 253 (Directed Study) 

United States History Prof. William McKee 

The purpose of this course shall be to study the 
historical development of a democratic civiliza- 
tion in the United States. Emphasis is placed 
upon social, economic, and political develop- 
ments which have been significant in shaping 
contemporary American society. Specific topics 
to be studied include the colonial foundations 
of American civilization, the American Revolu- 
tion, nineteenth-century democracy, slavery. 
Reconstruction, the Industrial Revolution, and 
the New Deal. Students will write a brief paper 
on each topic, based on assigned readings. 
There will be a final examination. - 

LHI 281 History of Canada Since the 
French Settlement Prof. William Wilbur 

This course explores the process by which Can- 
ada has developed from a few scattered colonies 
into an independent nation based upon two 
predominant linguistic and cultural groups, 
French and English. Canadian history reveals 

fundamental differences from the American 
experience and these will be examined by 
focusing on the principal political, economic, 
social, religious and cultural forces which have 
shaped Canadian society. Class discussions will 
focus on readings from a basic textbook, se- 
lected source materials, and one or more novels. 
Films and other audio-visual materials will also 
be utilized. Evaluation is based on the quality of 
class discussion, oral and written reports, and a 
final examination. Offered in 1979-80, then in 
alternate years. 

LHI 301 The Growth of the American 
Industrial Economy Prof. William McKee 

This course is an historical examination of the 
growth of the American industrial economy 
since the early nineteenth century. Topics to be 
considered will include the beginnings of 
national economic growth, the industrial revolu- 
tion and the resulting transformation of Ameri- 
can society, the role of the entrepreneur, the 
rise of the corporation and the consolidation of 
business, the development of business thought, 
popular responses to industrialization, the 
development of organized labor, the evolution 
of public economic policy from the Progressive 
Movement through the New Deal to the pres- 
ent, the development of the mixed economy of 
the mid-twentieth century, and the prospects 
for the future of American capitalism. Criteria 
for evaluation will include several brief papers, a 
research project, a mid-term examination, and a 
final examination. 

LHI 302 Modern European Economic 
History: Economic Growth, 
Industrialization and Economic Integration, 
1850-1970 Prof. William Wilbur 

A comparative study of economic growth in 
industrial Europe, focusing on the relationships 
of economic and political change, managerial 
styles in the public and private sectors, the 
development of social welfare legislation and 
economic planning, and the effort to integrate 
the European economy through the European 
economic community. Some comparisons with 
underdeveloped areas will be utilized. Evalua- 
tion will be based on short oral and written 
reports, dealing with a variety of problems and 
countries, and two hour examinations. 

LHI 321 Women in Modern America: 
The Hand that Cradles the Rock 

Prof. Carolyn Johnston 

This course will focus on changes in the eco- 
nomic, political, legal and cultural position of 
women in America. The class will study feminist 
theory, the growth of women's movements, 
minority women, working women, and changes 

in women's health, and birth control. In addi- 
tion, some attention will be paid to images of 
women in literature and film. Readings will be 
based on primary sources, literature, and secon- 
dary historical works. Among these are Friedan, 
The Feminine Mystique, Juliet Mitchell, 
Women's Estate, Gerda Lerner, Black Women in 
White America, and Welter, Dimity Convictions. 
Evaluations will be based on journals, a short 
paper, class presentations, class discussion. 

LHI 322 The United States as a 

World Power Prof. William McKee 

This course will examine the role of the United 
States in world affairs in the twentieth century. 
In addition to surveying the history of American 
foreign policy, special stress will be placed upon 
various views of the proper role of the United 
States in the world: such as imperialism, inter- 
nationalism, isolationism, pacifism, collective 
security, "New Left" anti-imperialism, etc. We 
will examine the recent controversies over the 
origin and nature of the Cold War. The required 
texts will present contrasting "orthodox" and 
"New Left" interpretations. Students will write a 
term paper examining the views held by a signi- 
ficant American leader on the role of the United 
States in world affairs. Open to students with 
some previous work in American history or poli- 
tical science. Offered in 1980-81 and alternate 

LHI 341 History and Appreciation of 
Renaissance Art and Architecture 

Prof. Keitti Irwin 

In thirteenth-century Italy a revolution in the 
artistic imagination took place which profound- 
ly conditioned the art of the west for the next 
600 years. This course will study the art and 
architecture of the medieval renaissance periods 
in western Europe. Out of an understanding of 
the works and imaginative vision behind the 
works, we will assess the character of the change 
in vision and artistic product of the renaissance. 
Materials for the course will include text, library 
research materials, slides, and films. Evaluation 
will be based on seminar participation, short 
papers, and examinations. Freshmen admitted 
only with consent of the instructor. Offered in 
1979-80, then in alternate years. 

LHI 345 American Social and Intellectual 
History I Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from the 
colonial period until 1865. The thought of Puri- 
tanism, the Enlightenment, and nineteenth cen- 
tury democracy will be studied in depth. Special 
attention will be paid to slavery and racism as 
contradictions to the prevailing democratic 


culture, and both pro-slavery and anti-slavery 
literature will be studied. This is an advanced 
level course in American history, and some pre- 
vious college work in American history will be 
assumed. Offered in 1979-80 and alternate years. 

LHI 346 American Social and Intellectual 
History II Prof. Carolyn Johnston 

This course will examine the history of American 
thought, culture, and social institutions from 
1865 to the present. Emphasis will be placed 
upon the impact of Darwinism and industrialism 
on American thought, the Progressive Move- 
ment, and the crisis of liberal democracy in the 
twentieth century. Criteria for evaluation will 
include two hour tests, a term paper, and a final 
examination. This is an advanced level course in 
American history, and some previous college 
work in American history will be assumed. 
Offered in 1979-80 and alternate years. 

LHI 348 The New Deal Prof. William McKee 

This is a seminar course on the era of the New 
Deal. Taking a broad look at America during the 
decade of the 1930's, it will attempt to assess the 
impact of the depression on American life and 
the contributions of the New Deal. It will exam- 
ine the thesis that the depression marked a 
major watershed in recent American history, 
and that the New Deal established the basis for 
the contemporary democratic consensus and 
the outlines of a liberal capitalist welfare state. 
Criteria for evaluation will include participation 
in discussion, brief papers based on the com- 
mon reading, and a major research paper or 
project. Not open to Freshmen. Offered in 1980- 
71 and alternate years. 

LHI 349 History and Appreciation of 
Modern Painting Prof. Keith Irwin 

This semester course covers the period in Euro- 
pean painting from Cezanne through World 
War 11. The purposes of the course are to pro- 
vide the student with a knowledge of the 
progress and fluctuations in the painting of the 
period and the relationships of this art with the 
larger events of the period; a knowledge of the 
various schools and institutional groupings of 
artists; an ability to analyze and appreciate a 
painting; familiarity with the lives and person- 
alities of the painters; and finally, the oppor- 
tunity to be enchanted. Freshmen and Sopho- 
mores may be admitted with the consent of the 
instructor. Offered in 1980-81 and alternate 

LHI 350 (Directed Study) History of the 

British Empire-Commonwealth Since 

1783 Prof. William Wilbur 

This course focuses on the "second" British 

Empire, the period since the loss of the British 
North American colonies in 1783, and aims to 
give some understanding of the causes, nature, 
and consequences of British imperial expansion 
in the nineteenth century and the reasons for 
the collapse of British power in the twentieth 
century. Evaluation will be based primarily upon 
four or five short written and oral research 
reports, plus a term paper on a problem selected 
by the student. A college course in modern 
European or British history is a prerequisite. 

LHI 351 (Directed Study) 

The Industrial Revolution in America 

Prof. William McKee 

The purpose of this course will be to examine 
the impact of the industrial revolution upon 
American life during the last three decades of 
the nineteenth century. It will examine the 
processes of industrial, economic, and social 
change which produced a transformation of 
American society during this period, and the 
reactions of Americans to these changes. Work 
to be submitted for evaluation will include at 
least eight papers based upon readings. This is 
an advanced history course and some previous 
work in American history is a prerequisite. 

LHI 352 (Directed Study) The Progressive 
Movement Prof. William McKee 

This course deals with the Progressive Move- 
ment — one of the great movements for reform 
in American history. Required readings will 
examine the following: the nature of progres- 
sivism as a political movement, presidential 
leadership in the Progressive Era, progressivism 
and the reform of society, and intellectual de- 
velopments in the Progressive Era. Approxi- 
mately ten books will be required. This is an 
advanced history course and previous work in 
American history or political science is required. 

LVS 201 Western Civilization 

Prof. James Matthews, Staff 

Who are we? Where did we come from? Where 
might we be going? What is civilization? Is a civ- 
ilization described only in terms of its "high 
culture"? Are we currently civilized, or is West- 
ern civilization grinding to a well-deserved halt? 
We will attempt to answer such questions in this 
course, taking, as an example of a definition of 
civilization, Kenneth Clark's film series "Civili- 
sation." We will use the paperback of his scripts 
as a text, along with key cultural documents 
from the eleventh to the twentieth century. This 
Values Sequence colloquium is intended to help 
initiate Sophomore students into the Collegium 
of Letters, but is open to all upper division stu- 
dents. Students will be evaluated on six short 
papers, a midterm and final examination. 

LVS 306 American Myths 

Prof. William McKee 

Social myths are dramatic images that express a 
people's concepts of what they are or hope to 
be. American history and culture are full of 
myths, which are important in shaping Amer- 
icans' understanding of their identity and their 
history. This course will examine a number of 
myths that have run through American history, 
literature, and religion. Students will be encour- 
aged to study myths in the American past, and 
their persistence in American culture. Among 
the books that will be used for common reading 
are: Henry Nash Smith, Virgin Land; John Wil- 
liam Ward, Andrew Jackson, Symbol for an Age. 
Students will be expected to define topics for 
individual research in the role of myth in Amer- 
ican history and culture. Evaluation will be 
based upon participation in discussion, a major 
term paper, and a final examination. Not offered 

LVS 307 Rebels with a Cause: 
Radicals^ Reactionaries, and Reformers 

Prof. Carolyn Johnston 

This course will study reform and radical ide- 
ology and movement in the United States in the 
nineteenth and twentieth centuries. Some of the 
questions we will consider are: How do one's 
values determine his/her expression of dissent? 
What are one's responsibilities politically? What 
are personal consequences of protest or civil 
disobedience? In order to explore these issues 
we will study populism, progressivism, national- 
ist movements, and feminist movements. Evalua- 
tion will be based on class discussion, a paper, 
and short essays. Readings will include primary 
sources, oral histories, novels, and secondary 
historical sources. 

CVS 382 One World Prof. William Parsons 

This colloquium examines a variety of interna- 
tional organizations which unite people, special 
interest groups, and governments to meet the 
problems of an increasingly interdependent 
world. All students enrolled will examine the 
values inherent in the United Nations, the World 
Council of Churches, and the International 
Communist Movement through readings, dis- 
cussions, and one short research paper. Students 
will also select an additional international organ- 
ization to research independently, and they will 
report their findings to the class in oral and 
written presentations. Offered in 1980-81. 

CVS 388 The Sino-Soviet Conflict 

Profs. William Parsons, Hendrick Serrie 

For description see ANTHROPOLOGY. 


This is an interdisciplinary major designed to 
prepare students for graduate work and/or 
paraprofessional careers in the helping fieJds. 
It has a core course program of: Introduction to 
Human Resources; Introduction to Psychology 
or Psychology of Personality; Introduction to 
Sociology or Radical and Cultural Minorities; 
Developmental Psychology or Adolescent Psy- 
chology; Statistical Methods or Research 
Design; Personnel Management or The Mana- 
gerial Enterprise; Clinical and Counseling Psy- 
chology of Behavior Disorders or Psychometric 
Theory; Group Dynamics or Organizational Be- 
havior and Leadership. Also required are an 
internship; work in a creative or expressive 
field; a winter term in the helping relations; and 
a senior project, thesis or comprehensive exam- 
ination. Students in this major choose one of the 
following tracks for emphasis: mental health; 
leisure and recreational studies; drug abuse 
counseling; youth services or humanistic 
studies. Specific additional courses are required 
for each track. 

AHR 201 Introduction to Human Resources 

Prof. Thomas West 

This course serves as introduction into the 
Human Resources major. Its interdisciplinary 
and experiential approach presents the broad 
field of helping relations within the framework 
of needs arising at crisis or passage points in the 
lives of individuals. How individual needs and 
community/family support systems mesh are 
explored theoretically and experientially. Basic 
intervention approaches in the helping relations 
are mastered — such as interviewing, first level 
counseling, perceptions of problems, support 
programs, value orientation, and the intuitive 
and analytical approach to problem solving. 
Field trips and guest speakers introduce the 
tracks in the Human Resources major — namely 
youth services, drug abuse counseling, mental 
health, leisure and recreation studies, geron- 
tology/applied sociology and humanistic psy- 
chology. Texts used are Identity: Youth and 
Crisis by Erik Erikson, Passages by Gail Sheehy, 
Life-Span Developmental Psychology by Nancy 
Datan and Leon Ginsberg, and At A Journal 
Workshop by Ira Progoff. Evaluation is based on 
field trip reports, class participation in role play- 
ing experiences, an Ira Progoff journal and a 
final paper integrating theory of development 
with the study of self and others. 

AHR/APS 202 Adolescent Psychology 

Prof. Mark Smith 

The course is concerned with the period be- 
tween childhood and adulthood and the 


changes, events, and circumstances which char- 
acterize this period and make it so critical in the 
life of an individual. The text materials will intro- 
duce the student to the most significant con- 
cepts, findings, and generalizations; the papers 
will call for resourceful inquiry by each student; 
and the lecture-discussions will apply a form of 
social learning theory intended to go beyond 
and beneath stereotypes and impersonal per- 
spectives. Evaluation will be based on examina- 
tions, project-papers, and class involvement. 
Prerequisites: Introduction to Psychology, Intro- 
duction to Human Resources, or permission of 
the instructor 

AHR 302 Community Mental Health 

Prof. Kirk Stokes 

This course will explore the theory, practice and 
evaluative procedures dealing with community 
mental health. Eckerd College will be viewed as 
a microcosm of a civic community and will be 
studied in depth in respect to the factors con- 
tributing or detrimental to mental health. 
Studies will be made of community systems 
which interact with a mental health program, 
such as "power" forces, courts, medical services, 
housing, security, education, and recreation. 
Treatment modalities, such as alternatives to 
hospitalization (day care, outpatient treatment, 
halfway houses, foster homes, supervised apart- 
ments) will be investigated in the larger com- 
munity, using a NIMH model. Texts will be 
announced later. Student evaluation will be 
based on several critique papers, a depth study 
of a mental health system, participation in a class 
project and a final examination. Prerequisites 
are Introduction to Psychology or Introduction 
to Human Resources and Introduction to Clini- 
cal and Counseling Psychology and permission 
of instructor. Class limit of 12. 

AHR/BPS 304 Drugs and Behavior 

For description see BPS/AHR 304 under Psychol- 

AHR/APS 308 introduction to Clinical and 
Counseling Psychology Prof. Thomas West 

This course will deal with personality theory, 
focusing particularly on the counseling process 
itself. Topics to be examined are general per- 
spective, overview of theoretical foundations, 
the processes of counseling and therapy, and 
special areas of application. Text will be Modern 
Clinical Psychology by Sheldon Korchin. Out- 
side readings from selected sources in books 
and journals will be assigned. Evaluation will be 
based on participation in one panel presenta- 
tion, role playing in two counseling sessions, an 
annotated bibliography of the readings done 
during the course, a short paper on a specific 

topic of the student's choice directly related to 
counseling or clinical psychology, and a final 
exam. Prerequisites: one previous course in 
psychology and Junior or Senior standing. 

AHR/APS 309 Behavior Disorders 

Prof. Thomas West 

Any student planning a career in a helping pro- 
fession would profit by knowledge and sensi- 
tivity in the dynamics of behavior. This course 
will explore, in depth, this area of inquiry with 
special attention being placed on behavior 
judged by society to be abnormal, disordered or 
unacceptable. We will approach this field from 
various models: the traditional or medical 
model; the learning theory model; and the 
humanistic growth model. Field trips, outside 
speakers, and films will be included. Required 
reading will consist of CRM Books; Abnormal 
Psychology: Current Perspectives, 2nd Ed.; other 
articles. Pamphlets and print-outs will be added. 
Evaluation will be based on a midterm and a 
final examination and a term project. Prerequi- 
sites are introductory psychology and junior or 
Senior standing. Course in personality theory, 
counseling and psychometrics are strongly rec- 

AHR 332 Counseling Strategies 

Prof. Sarah Dean 

The first half of this course will investigate ten 
to twelve of the most well-known schools of 
thought on systems of counseling and personal 
growth. Each system will be studied briefly from 
the backgound of history, theory, personality 
dynamics, therapy and application. Some 
examples of systems are transactional analysis, 
encounter, Gestalt, client-centered, behavior 
therapy, rational-emotive, and reality therapy. 
The last half of the course will be involved with 
counseling strategies for women which have 
developed over the past decade. These contem- 
porary approaches to feminine psychodynamics 
vary sharply with each other and hence present 
a balance of views relevant to therapy for 
women. The question of whether traditional 
psychoanalytic views and practices are any 
longer appropriate will be discussed. Texts are 
Current Psychotherapies by R. Corsini and 
Women in Therapy edited by V. Franks and V. 
Burtle. Course requirements are a mid-term and 
final examination, a journal, assigned readings, 
class presentations and reports on papers read. 
Prerequisite is Introduction to Clinical and 
Counseling Psychology. Class is limited to 15. 

AHR 401 internship in Human Resources 


This internship will focus on the helping rela- 
tionship in such areas as mental health, leisure 

and recreation, drug abuse counseling and 
youth services. It is designed to place a student 
in an intensive and structured field based learn- 
ing experience. The objectives are to help the 
student relate theory and practice in helping 
relationships, provide constructive and system- 
atic feedback to students as they acquire a 
variety of helping skills, acquire a working 
knowledge of the professional world. Adequate 
supervision will be provided for all students by 
the site staff in cooperation with a faculty mem- 
ber of Eckerd College. The internship will 
involve an orientation program as well as peri- 
odic on-campus seminars. Each student will be 
given an individual needs assessment to person- 
alize the learning experience as much as pos- 
sible. Students will be required to keep a Progoff 
journal. In addition, a weekly review of all con- 
tracted goals and objectives will be held. Addi- 
tional assignments and supplemental reading 
will be negotiated with the instructor and site 
personnel. A final integrative paper will be 
required. Students will participate in the work 
experience for approximately 280 clock hours. 
Prerequisite: permission of instructor. 

AVS 383 Psychology of Consciousness 

Prof. Tom West 

In psychology, the study of the person has cen- 
tered primarily on observable, measurable 
behavior. With the rise of humanistic psychol- 
ogy, the phenomenon of consciousness has 
gained in popularity. Consequently, it is con- 
sidered that the person displays behavior and 
has a consciousness. This colloquium will 
explore what this is and how the consciousness 
can be altered and studied. Emphasis will be 
placed on what states of consciousness are more 
conducive to creativity. Faculty from all disci- 
plines in the Creative Arts Collegium will discuss 
and demonstrate their approach to creative 
endeavor. The major text will be The Psychology 
of Consciousness by Robert Ornstein. Others 
will be selected later. Evaluation will consist of 
a mid-term and final examination, a group pro- 
ject, an individual project and a class presenta- 

AVS 386 Ethical Issues and the 
Helping Professions 

Chaplain David Cozad 

The topic will be approached from the vantage 
point of the broad societal setting of the helping 
professions; professional ethics will be viewed 
as an extension of basic questions of social 
values in American culture. Initial focus will be 
on the relationship of the individual and society, 
and the concept of social justice. At an inter- 
mediate level, matters of policy and the organi- 
zational setting of the helping professions will 

be explored. Opportunity for exploration of 
specific issues of professional ethics will be pro- 
vided. No text will be used; required readings 
will be drawn from a variety of sources. Student 
evaluation will be based on class participation 
and position papers. 


A student may graduate from Eckerd College 
with a humanities major by taking (1) Western 
Civilization, and either Human Nature or West- 
ern Myths; (2) five courses in literature, includ- 
ing one literary studies, two courses in a geo- 
graphical area (e.g., American, British), and one 
literary genre course; and (3) five additional 
courses related by some principle of area, topic, 
or period to the work in literature. This program 
must be approved during the junior year by a 
three person faculty committee representing 
the disciplines involved in (2) and (3) above. 


CJA 150/151 (Directed Study) Beginning 
Japanese I, II Prof. Gilbert Johnston 

This course makes use of taped dialogues and 
drills to guide the beginning student through 
imitation of native speakers. Memorization of 
typical sentence patterns and brief dialogues 
will be supplemented by weekly drill and testing 
sessions. The text is Jorden, Eleanor H., Beginning 
Japanese, Parts 1 and 2. Evaluation will be based 
on progress made in the seven scheduled con- 
ferences; and there will be two exams, oral and 


Please see CLASSICS. 


Two options are available for preparing students 
to assume responsible leadership roles in the 
Leisure and Recreation profession. The first 
option for students is to major in Human Re- 
sources and follow the Leisure and Recreation 
Studies track. Students should refer to the 
Human Resources major description in the cata- 
log for further information. The second option 
is to follow an individualized concentration in 
Leisure and Recreation which more specifically 
prepares students for community recreation 
agencies. Within the concentration students are 
encouraged to elect general courses in the 

behavioral and social sciences, education, the 
arts, management, and speech. A core of seven 
Leisure and Recreation courses is required and, 
for students u/ishing to further specialize, three 
areas of emphasis are offered: private and com- 
mercial recreation program development and 
recreation for special populations. 

ALR 111 (Modes of Learning) 
Leisure Services in Community 


Designed as a survey experience, this course 
introduces the student to many different kinds 
of leisure service programs found in American 
communities. These include leisure services for 
the aging, the handicapped, colleges, munici- 
palities, hospitals and other leisure programs 
offered by voluntary, commercial and social 
service organizations. The course focuses on 
four main areas: a literary study of the philoso- 
phy, purpose and need for recreation; investiga- 
tion of the different classifications of leisure 
services in our community; observation of a 
broad variety of these services; and actual assist- 
ance to and participation in some of these pro- 
grams. This study not only gives the students a 
clearer understanding of leisure and leisure 
services, but serves as a screening device where- 
by they may determine if they wish to pursue 
the Leisure/Recreation Studies Concentration. 
Texts will be Leisure Services, 5th edition by 
Sessoms, Meyers, and Brighthill. Evaluation will 
be based on class participation, community 
experience, participation, journal, readings, 
project paper and final examination. 

ALR 270 Leisure Services Programming and 
Leadership Prof. Claire Stiles 

in this course students will study Leisure Services 
programming principles, planning objectives, 
purposes and types of activities and program 
evaluation. Equal importance will be placed on 
the dynamics of recreation leadership, princi- 
ples and practices of leadership in the Leisure 
Services and techniques and methods of leading 
recreational activities. The text will be Recrea- 
tion Today — Program Planning and Leadership 
by Kraus. Evaluation will be based on reports, 
program planning, leadership skills, examina- 
tion, leadership projects. Prerequisite is ALR 111. 

ALR 321 Practicum in Leisure Services 

Prof. Claire Stiles 

This is a supervised leadership experience in one 
or more approved agency settings for Junior 
Leisure and Recreation students. Each student 
will work a minimum of 140 hours in an agency 
or agencies of his/her choice. Bi-monthly on- 
campus seminars will be held to discuss experi- 
ences and assignments. The text used will 

depend on the choice of agency and popula- 
tion. Evaluation will be based on supervisor 
evaluations, readings, and reports. Prerequisites 
are ALR 111 and ALR 370. 

ALR 371 Leisure Services for Special 
Populations Prof. Claire Stiles 

This course is designed to equip students with 
an awareness and knowledge of recreational 
agencies that deliver recreation programs for 
special populations such as the aging, physically 
and mentally handicapped, socially disadvan- 
taged, and the ill and/or hospitalized. Topics of 
discussion include: history and philosophy, 
survey of disability groupings, settings, services, 
rehabilitation, maintenance, prevention, atti- 
tudes and trends of recreation programs for 
special groups. This course will allow the student 
to pursue guided in-depth study of a particular 
setting and/or population of interest. Text will 
be Recreation for Special Populations by Stein 
and Sessoms. Other appropriate readings will be 
chosen according to the groups to be studied. 
Evaluation will be based on written and oral 
reports, an observation journal, case studies, a 
mid-term and final exam and annotated reading 
lists. The prerequisite is ALR 111. Offered in 
1980-81 and every other year. 

ALR 372 Leisure Counseling 

Prof. Claire Stiles 

This course provides an overview of leisure 
counseling and education in municipal and 
therapeutic recreation systems, educational sys- 
tems, and youth agencies. Philosophical issues, 
historical perspectives, and the significance of 
leisure counseling in contemporary society will 
be examined. A major focus of the course will 
be a study of the development and implementa- 
tion of leisure-education services with an 
emphasis on specific approaches, strategies, and 
techniques. The text is Leisure Education, 
Theory and Practice by jean Mundy and Linda 
Odum. Evaluation is based on midterm and final 
exams, special counseling projects, and oral 
presentations. Prerequisites: APS 110 and ALR 


ALR 374 Private and Commercial Leisure 
Services Prof. Claire Stiles 

Students will explore the history, psychology, 
and social significance of profit-oriented leisure 
services. Current demands, trends, problems, 
and future implications for travel, tourism, 
indoor and outdoor private and commercial 
enterprises will be examined. Field interviews, 
lectures, guest speakers, class presentations and 
discussions will acquaint the student with a vari- 
ety of commercial ventures and the growing 
number of career opportunities available. The 

text is Private and Commercial Recreation by 

Arlin F. Epperson. Evaluation is based on mid- 
term and final exams, special projects, related 
reading summaries, and oral presentations. Pre- 
requisites: ALR 111 and BMN 270. 

ALR 473 Administration of Leisure Services 

Barry McDowell 
This course is designed to provide the students 
with a clear analysis of administrative tech- 
niques and practices vi'hich pertain to Leisure 
and Recreational Services. It includes back- 
ground information on the scope of leisure and 
recreation in modern life and an overview of the 
administrative process in Leisure Services. 
Important units include structure and legal 
basis of recreation programs, personnel man- 
agement, budgeting, facilities-planning and 
public relations. The course couples modern 
theory related to administrative goals and meth- 
odology with realistic information about the 
role of the recreation administrator. The text will 
be Managing Municipal Leisure Services by 
ICMA. Evaluation will be based on course pro- 
jects, interviews, readings, examinations and 
term paper. Prerequisites are ALR 111 plus one 
other ALR course. Offered in 1979-80 and every 
third year. 

ALR 475/476 Leisure Service Internship 

Craig Tymson 

This course is for Senior Leisure Services majors. 
It gives them the opportunity to work as interns 
in one of the many St. Petersburg agencies. The 
student chooses the project that most nearly 
suits his future career plans. A minimum of 280 
hours on the job is required. Some of the intern 
projects are geriatric, recreation for the handi- 
capped, municipal recreation, hospital recrea- 
tion. Bi-monthly on-campus seminars are held 
to discuss experience and assignments. The text 
that the student uses depends on his/her intern- 
ship choice. Evaluation will be based on super- 
visor's evaluation, readings and reports. Pre- 
requisites are ALR 111 and ALR 370. 

AVS 389 Leisure Services Concepts 

Prof. Claire Stiles 

This course provides the student with a basic 
understanding and appreciation of the values 
and attitudes toward leisure and recreation. It 
gives the student a broad introduction to the 
field of leisure, placing emphasis on such varied 
topics as the work ethic, leisure defined, play 
theories, organized recreation and social forces 
affecting leisure and recreation today. It is 
intended to help the student develop and put 
into operation his own concept of leisure and 
recreation. Texts will be announced. Evaluation 
will be based on reports, projects, readings, unit 

examinations and term paper. 

(See HUMAN RESOURCES major description.) 


Students majoring in literature must take a mini- 
mum of eight literature courses. They will work 
out their schedules with their Mentors, accord- 
ing to individual needs. Literature majors must 
successfully pass a Senior comprehensive exami- 
nation, covering in survey fashion English and 
American literature plus some methodological 
application; course selections should be made 
with this in mind. Special topics constitute an 
essential core of the literature program, provid- 
ing discipline and focus on specialized areas 
which prepare students for the depth and clarity 
of study required for graduate school or a 
serious career in literature. Specific titles vary, 
depending on student interest, contemporary 
issues, and faculty research. In exceptional 
cases, students who have established their pro- 
ficiency in literature may be invited to write a 
Senior thesis on a subject of their choice, in 
place of the comprehensive examination. 

AL1 110 (Modes of Learning) 

Literary Studies Prof. Sterling Watson 

This course is open to all. It attempts to acquaint 
the student with the various literary genres with 
concentration on literary modes of learning. We 
will read and write about a novel, short stories, 
plays, and poems. We will attempt to become 
conversant with the critical terminology which 
is basic to an understanding of literature. The 
text, an anthology, will be announced. Evalua- 
tion will be based on class participation and four 
analytical papers (3 to 5 pages in length), each 
on a different genre. 

ALI 111 (Modes of Learning) 

Literary Studies Prof. Peter Meinke 

This is an introduction of the various literary 
genres with concentrations on certain novels, 
e.g., Gide's The Counterfeiters, Kafka's The 
Castle, an anthology of poetry, and a book of 
short stories. The class will approach these works 
stylistically as well as thematically. Students will 
be evaluated on the basis of class participation 
and three analytical papers (each on a different 

LL1 113 (Modes of Learning) 
Literary Studies: Comparative 

Prof. Howard Carter 

This section of Literary Studies will emphasize 
the comparative nature of studying literature. 
We will seek to develop skills of perception, 
analysis, and evaluation through reading, discus- 

sing, writing, and thinking. By taking a wide 
view of literature — chronologically, geographic- 
ally, and interdisciplinarily — we hope to under- 
stand why it is important to humans and how it 
relates to many aspects of life and thought. 
Students will be evaluated on class discussion 
and preparation, two short papers, one longer 
literary study, and a final exercise. 

LL1 115 (Modes of Learning) The Literature 
of Pop Culture Prof. Julienne Empric 

We will explore and examine various forms of 
popular culture (such as film, the comics, the 
new theatre, television serials and specials, best- 
selling paperbacks and magazines) in order to 
be able to recognize, understand, and evaluate 
the literary dimension in which they are 
grounded. Evaluation will be based on increased 
knowledge of classical and traditional literary 
terms, forms and methods as they may help us to 
analyze and judge the contemporary. Texts to 
be announced. Student schedules will need to 
be flexible enough to accommodate off-campus 
and evening media assignments. A brief essay of 
critical review will be due alternate weeks, and 
there will be a final examination. Limit: 25. 

LL1 116 Drama as Genre (Modes of 
Learning) Prof. Julienne Empric 

What is a play? How does it differ from other 
works of literature meant to be experienced 
through reading alone? What have been its 
composite parts through the ages? What can it 
offer to those who explore it — in the theatre, on 
television, in the study? Using an anthology 
(Types of Drama, edited by Barnet, et a/) the 
course will explore the qualities, challenges, 
risks of the dramatic genre, in hopes of discover- 
ing some general and some personal answers to 
these questions. We will investigate the nature 
of the various modes of western drama — 
tragedy, comedy, tragicomedy; the importance 
of its language — from poetry to slang; and the 
writings of important critics through the ages 
who have been fascinated with the power of 
plays on people and societies. Selected theatre 
productions and televised plays will be included 
in the coursework. Evaluation will be based on 
participation, one project, two short papers, and 
a final examination. Offered in 1979-80, then in 
alternate years. 

LLI 224 World Masterpieces: The Short 
Story international Prof. James Matthews 

Though designed primarily for international stu- 
dents, this course is open to anyone interested in 
reading short stories from around the world. 
The first half of the course will survey such dis- 
tinguished story-tellers as Maupassant, Chek- 
hov, Sholom Aleichem, Moravia, Poe, O'Henry 
and Kafka. In the second half readings will be 

taken from the new journal Short Story Interna- 
tional. Six papers and a final examination will be 

ALI 225 Modern American Poetry 

Prof. Peter Meinke 

This course will concentrate on the content in 
the poems of major American poets from 1900- 
1950, namely Robinson, Frost, Eliot, Pound, Ste- 
vens, and Cummings. Students will read collec- 
tions of these poets, will keep a journal, and be 
evaluated by the quality of the journal and their 
helpfulness in the class discussions. 

LLI 230 Linguistics 

For description see CTE 230 Linguistics 

CLI 232 Nineteenth Century Russian Novel 

Prof. Vivian Parsons 

Russian writers in the nineteenth century pro- 
duced many great novels culminating in the 
world masterpieces of Tolstoy and Dostoevsky. 
This course will examine representative works of 
this great tradition including the following: Ler- 
montov, Hero of Our Time; Gogol, Dead Souls; 
Goncharov, Oblomov; Turgenev, Fathers and 
Sons; Tolstoy, Anna Karenlna, and Dostoevsky, 
Crime and Punishment. Two papers will be re- 
quired: an analysis of a Russian novel not dis- 
cussed in class, and a more general treatment of 
two or more of the novels discussed in class. 
Evaluation will be based on papers and partici- 
pation in discussion. All readings will be in Eng- 
lish translation. Offered in 1980-81 and alternate 

LLI 233 Introduction to Canadian Literature 

Prof. Julienne Empric 

Although in this course we will sample the work 
of the most important Canadian authors to date, 
our focus will be mostly upon modern and con- 
temporary examples of poetry, drama and fic- 
tion. Each student will be expected to identify a 
theme of particular interest (for instance, "the 
land" or "the search for identity," or "the 
woman figure" in Canadian literature), and to 
investigate this theme in three short papers. 
Besides this, each student will be expected to 
participate in class discussion and to take the 
final examination. Offered in 1980-81. -^ 

CLI 234 Russian Literature in the ^ 

Soviet Period Prof. Vivian Parsons 

Russian literature was profoundly affected by 
the political and social upheavals of the early 
twentieth century. In this course we will exam- 
ine the impact of these non-literary events on 
the major writers and literary movements in 

twentieth century Russia. Although major 
emphasis will be given to the prose genres (short 
stories and novellas of the 1920's, Pasternak's 
Dr. Zhivago^ and Solzhenitsyn's Cancer Ward), 
other literary forms will be studied where ap- 
propriate. Evaluation will be based on participa- 
tion in class discussion, two short papers, and a 
final exam. All readings will be in English trans- 

CLI 235 German Culture through Literature 

Prof. Kenneth Keeton 

This course is a cultural history of Germany from 
the eighteenth century (Age of Enlightenment) 
to the present as reflected in the major German 
writers and literary movements. Although pri- 
mary emphasis of the course will be literary, 
students will be required to do a research paper 
which may investigate some other discipline or 
interest related to the German cultural tradition. 
Evaluation will be based on the discussion of five 
major literary works in English translation (Les- 
sing, Nathan the Wise; Goethe, Faust; Hesse, 
Demian; Frisch, Andorra; and Durrenmatt, The 
Visit), the research paper, and a final exam. 

LLI 235 An Introduction to Shakespeare: 
Motley, Murder, and Myrrh 

Prof. Julienne Empric 

This course will offer an introduction to Shakes- 
peare through a sampling of 'each of his genres 
— poetry, comedy, tragedy, history, and ro- 
mance. The focus will be dual: to develop a 
capacity to appreciate and evaluate Shakes- 
peare's writings, and to enable the student to 
sense characteristic distinctions among the 
various genres in which Shakespeare worked. 
Each student will be responsible for participa- 
tion in class discussion, a project-presentation of 
a portion of one of the plays, and two brief 
papers. There will be a final examination. The 
course is offered to all interested students, 
regardless of major or level of study. Offered in 
1980-81, then in alternate years. 

LLI 236/237 History of Drama 

Prof. Julienne Empric 

Between the idea and the act falls the drama. It- 
self a literary art, it is at the same time reservoir 
for the art of theatre, from and for which it was 
born. The intention of the course is to offer an 
overview of the major movements in the history 
of western drama from the Greeks to our con- 
temporaries, and, through intensive study of 
individual plays representative of each period, 
to provide the student with specific examples, 
as well as opportunities for creative discovery 
and analysis. The first unit of the course will 
offer a chronological surveying of the major 
dramatic forms to the eighteenth century. The 

second unit will sample the pre-moderns, then 
concentrate upon the breadth of modern and 
avantgarde drama. Evaluation will be based on: 
in-class discussion, short papers and creative 
projects, and a final synthesis, either paper or 
examination. Offered in 1979-80, then in alter- 
nate years. (Two semester course. Either semes- 
ter may be taken independently of the other). 

LLI 238 English Literature:r Middle Ages to 
Eighteenth Century Prof. Julie Empric 

This is a general survey of British literature from 
Beowulf to Blake, with emphasis both on histori- 
cal traditions and outstanding individual artists. 
Readings from The Oxford Anthology of English 
Literature, Vol. I, will provide the material for 
class discussion and writing. A series of short 
papers (for class sharing), a midterm and a final 
exam will constitute the basis of evaluation. 
Offered in 1979-80, then in alternate years. 

LLI 239 English Literature: 1800 to Present 

Prof. James Matthews 

This is a general survey of British literature from 
Blake to Beckett, with emphasis both on histori- 
cal tradition and outstanding individual artists. 
Readings from The Oxford Anthology of English 
Literature, Vol. II, will provide the material for 
class discussion and writing. A series of short 
papers (for class sharing), a midterm and a final 
exam will constitute the basis for evaluation. 
Offered in 1980-81 then in alternate years. 

LLI 250 (Directed Study) Shakespeare: The 
Forms of his Art Prof. Julienne Empric 

This course is an introduction to Shakespeare 
through a sampling of each of his genres: 
poetry, comedy, tragedy, history, romance. The 
focus is dual; to develop a capacity to appreciate 
and evaluate Shakespeare's writings, and to 
enable the student to sense characteristic dis- 
tinctions among the genres. Readings will be 
chosen by the student: eight plays from Shakes- 
peare's major "periods" and any two others. 
Critical readings should supplement primary 
material, and the Signet or Arden editions are 
recommended. Students are expected to use to 
advantage available recordings and productions. 
Evaluation will be based on a journal containing 
twelve paper-like short essays: one on each of 
the ten selected works, one on background, one 
a final synthesis. Inclusion of personal reactions 
and notes is encouraged. 

LLI 251 (Directed Study) Literature and the 
Process of Self-Discovery 

Prof. James Matthews 

This course of study is primarily a process of 
reading without teachers. It is designed to give 

you as much freedom as possible to develop 
potential paths of reading interest, while offer- 
ing some initial suggestions and directions, 
some pertinent questions, and some usable 
critical tools. The syllabus for this directed 
course of study offers only guidelines and struc- 
tures. The only required books are Peter Elbow, 
Writing Without Teachers, and David Daiches, 
The Study of Literature, both of which are meant 
to be used as handbooks or reference points. 

LLI 252/352 (Directed Studv) 
American Fiction: 1950 to the Present, 
Introduction (I); Further Readings (II) 

Prof. Howard Carter 

The purpose of these courses is to allow students 
to read as widely as possible in recent and con- 
temporary American fiction. A student who has 
done little reading in this area should take the 
first course. Introduction to American Fiction: 
1950 to the Present, for which there is a specific 
reading list of such authors as Barth, Brautigan, 
Hawkes, Kerouac, Kosinski, McGuane, Nabo- 
kov, Oates, Updike, Didion, Plath, Parent, Bald- 
win, Ellison, Wright, and so on. A student with 
some acquaintance with most of these should 
take the second course. Further Readings in 
American Fiction: 1950 to the Present, for which 
there is an extensive bibliography in the syllabus. 

LLI 270 Modern Irish Literature 

Prof. James Matthews 

Why a race of subject people on a scratch-acre 
island off the coast of Europe produced some of 
this century's finest literature is the impossible 
subject of this course. Designed, as one Irish 
writer put it, for the "common reader," this 
course will survey the writings of such people 
as W. B. Yeats, James Joyce, John M. Synge, Sean 
O'Casey, James Stephens, Liam O'Flaherty, 
Frank O'Connor, Brendan Behan, Brian Moore, 
J. P. Donleavy, and Seamus Heaney. It is not nec- 
essary that you believe in leprechauns to take 
this course, though a "willing suspension of dis- 
belief" might be helpful. Short papers and a 
final exam will be expected. 

LLI 302 American Novel: 1900-1950 

Prof. Howard Carter 

We will be reading the best of American fiction 
in this time span. The list will be something like 
this: Dreiser, Sister Carrie; Stein, Three Lives; 
Wharton, Ethan Frome; Anderson, Winesburg, 
Ohio; Lewis, Main Street; Hemingway, The Sun 
Also Rises; Faulkner, The Sound and the Fury; 
Wolfe, Look Homeward, Angel; Fitzgerald, 
Tender is the Night; Steinbeck, Grapes of 
Wrath; McCullers, The Heart is a Lonely Hunter; 
West, Miss Lonelyhearts, and a novel of the stu- 
dent's choice. We will be concerned with the 

image of America developed in these works and 
the novelistic arts displayed by these writers. 
Students wil be evaluated by class discussion (in 
part student-led), short papers, and a final syn- 
thetic exercise. Class limited to 40 students. 

CLI/CCR 304 The Novels of 

Hermann Hesse Prof. Kenneth Keeton 

For description see CGR/CLI 304 under German. 

LLI 305 British Fiction: The Great Tradition 

Prof. James Matthews 

In order to consolidate previous offerings in 
18th and 19th century fiction, this course will 
treat what F. R. Leavis has termed the "Great 
Tradition" of English Fiction beginning with 
Fielding and moving through Austen, Dickens, 
Eliot, Hardy, and ending with Conrad and James. 
Students will be required to write three sub- 
stantial papers. Prerequisites: sophomore stand- 
ing and two previous literature courses. 

LLI 326 Medieval and Renaissance Poetry 

Prof. Julienne Empric 

A survey of the major forms and authors of the 
poetry of fourteenth through seventeenth cen- 
tury England. We will read Chaucer, Spenser, 
Shakespeare, Syney, Donne, Jonson; we will 
study and write examples of Medieval and Ren- 
aissance lyric, sonnet, epigram, ballad, and verse 
drama. Specific texts will be announced. Each 
student will be expected to submit one short 
paper, and one research paper. There will be a 
final examination. Offered in 1980-81, then in 
alternate years. 

LLI 334 Twentieth Century European 
Fiction I, II 

LLI 253/353 (Directed Study) 

Prof. Howard Carter 

This course invites you to read widely in the best 
of European fiction since the turn of the cen- 
tury. We will read twelve or so novels selective 
of movements, representing various countries, 
the dominant literary movements, the most 
influential authors, such as Proust, Gide, Sartre, 
Camus, Mann, Kafka, Grass, Hesse, Moravia, 
Calvino, Vesaas, Solzhenitsyn, and Konrad. For 
each novel, students will prepare a reflective set 
of notes (one single-spaced typewritten page, or 
the equivalent). Evaluation will be on these 
notes, class discussion, a final synthetic exercise. 
A student who reads a foreign language and 
who wishes to read one or more novels in the 
original language may negotiate with the 
instructor for fewer or shorter novels. Prerequi- 
site one college-level literature course. 

LLI 335 Arts of Fiction Prof. Howard Carter 

This course investigates some of the theories 
and landmarks of western fiction, seeking to 
understand the possibilities of fiction as a genre. 
We shall read a range of theorists (probably 
from an anthology) and fiction writers who have 
been especially self-conscious, such as Cervan- 
tes, Fielding, James, Gide, and Robbe-Grillet. 
We shall investigate the nature of narrative, 
style, character, relationships of language and 
thought, fiction and "real life," and so on. Stu- 
dents will write two short papers and a longer 
one, and possibly a final. Prerequisite: two liter- 
ature courses. 

LLI 336 Nineteenth Century American 
Fiction Prof. Howard Carter 

We shall read the best of the times, such as 
Thoreau's Walden, Poe's tales, Hawthorne's 
romances, Melville's Moby Dick, and work by 
Twain, James, Bierce, and Norris. We shall sup- 
plement with readings (partially by student 
choice) from such as Irving, Cooper, Frederic, 
London, Harte, Eggleston, Crane, Chopin, etc. 
Students will be evaluated on class participation, 
several short papers, one longer paper, and a 
final exam. Not offered 1979-80. 

LLI 338 Twentieth Century British and 
American Drama Prof, julienne Empric 

Various forms of twentieth century English- 
speaking drama range from the well-made play 
to the episodic, the "silent," and the poetic 
drama. The course will include representative 
twentieth century dramatic forms — works by 
O'Neill, Williams, Miller, Eliot, Osborne, Pinter, 
Beckett, Arden and Stoppard. We will study the 
influences which helped to shape modern 
drama, and investigate solutions proffered by 
the different dramatists to the problem of lan- 
guage as communication in the twentieth cen- 
tury. Evaluation to be based on class participa- 
tion, two papers, and a final examination. 
Offered in 1980-81, then in alternate years. 

ALI 350 (Directed Study) Modern American 
Novel Prof. Peter Meinke 

This course introduces the student to the major 
American novelists of the first half of the twenti- 
eth century. Students are expected to read ten 
to twelve novels; they may substitute three or 
four books by the same authors for those sug- 
gested in the syllabus (e.g., The Great Gatsby for 
Tender is the Night, etc.) Students will be eval- 
uated on the basis of a journal kept on their 
reading. This journal should contain at least the 
following three elements: a discussion of the 
novel's ideas and themes, an analysis of the 
novelist's style, and a subjective evaluation of 
both these aspects. 

LLI 350 (Directed Study) James Joyce, 

Irish Writer Prof. James Matthews 

This directed course of study is designed to read 
Joyce's work with an eye to the Irish culture — 
especially Dublin, Joyce's home city. The pri- 
mary readings are The Dubliners, A Portrait oi 
the Artist as a Young Man, Exiles, and Ulysses. 
Other required readings include Richard Kain, 
Dublin in the Time of Yeats and Joyce, and Hugh 
Kenner, Dublin's Joyce. Four papers will be re- 
quired as basis of evaluation: a critical reflection 
of Irish culture in the early works, a research 
paper on some aspect of Irish culture, a creative 
imitation of one section of Ulysses, and a sub- 
stantial paper on the Irish flavor of Ulysses. 

CLI/CCR 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

For description see CGR/CLI 351 under German. 

LLI 351 (Directed Study) Twentieth Century 

American Women Artists and Writers 

(c. 1900-1935) Prof. Nancy Carter 

This study begins by placing women artists and 
writers in the social and cultural context of their 
time with selected background readings. Pri- 
mary emphasis, however, will be upon their 
contributions in different media. Students will 
choose works to study from the following cate- 
gories: photography, dance, poetry, and prose 
(including autobiography and biography, as well 
as fiction and other writings). Some of the 
women represented in this study are Isadora 
Duncan, Georgia O'Keeffe, Edna St. Vincent 
Millay, Marianne Moore, Gertrude Stein, Anais 
Nin, Zelda Fitzgerald, and Djuna Barnes. Prereq- 
uisite: Sophomore status. 

LLI 361 Literary Criticism 

Prof. Howard Carter 

Criticism basically means judgment. Theories of 
literary criticism seek to understand how litera- 
ture affects readers, how literature relates to 
reality, how a writer should create art, what 
qualities a literary work should have. Through- 
out the Western tradition there are many dif- 
ferent discussions of these questions, and we 
shall read the most important of them by read- 
ing selectively from the Ancients (Plato, Aris- 
totle, Longinus), from Dante, Renaissance and 
Neo-Classical theorists, from Romantics (Words- 
worth, Coleridge, Shelley, Poe), and from nine- 
teenth century writers. The volume containing 
such materials is Smith and Parks, The Great 
Critics. In the second part of the course, we will 
see what is happening in 20th century criticism, 
surveying formalist, genre, archetypal, historical, 
and interdisciplinary criticism. Our text for this 
will be Handy and Westbrook, Twentieth- 

Century Criticism: The Major Statements. Eval- 
uation will be on a midterm and a final exam, 
two short papers (at least one using a literary 
work, a movie, or another cultural phenomenon 
to criticize), and class discussion. Prerequisites: 
One college-level literature course. Offered in 
1980-81, then in alternate years. 

LLI 362 Advanced Composition 

Prof. Geraldine Blazey 

The aims of the course are to improve and 
extend writing abilities in a variety of forms 
(from job letters to formal essays to creative 
modes), to teach skills of prethinking a paper, 
outlining it, writing a draft, editing and polishing 
it, to explore the relationships of thought, words, 
and communication. A series of readings will be 
included in the course. Students will be evalu- 
ated on a series of class assignments, a term-long 
directed assignment, discussion and, especially, 
improvement in writing. (Enrollment limited to 

ALI 403 American Fiction Since 1950 

Prof. Sterling Watson 

We will be reading the best of American fiction 
since 1950, selecting from such authors as Up- 
dike, Didion, Ellison, Malamud, Mailer, O'Con- 
nor, Kesey, Yates, Morris, Bellow. Evaluation will 
be on class discussion, short papers and a final 

LLI 424 Modern British Fiction 

Prof. James Matthews 

This is an advanced seminar on the novels of 
Conrad, Lawrence, Woolf, Forster, and Fowles. 
Students in this seminar will participate in the 
second half of the general survey of English 
literature as discussion leaders. During the sep- 
arate seminar sessions work-in-progress on 
selected topics from modern British fiction will 
be presented and discussed. A major paper and 
class participation will constitute the basis of 
evaluation. Offered in 1980-81, then in alternate 

LLI 432 Senior Seminar: Literary Biography 

Prof. James Mattnews 
A research seminar dealing with the biographi- 
cal study of literary artists. Background reading 
will include Edel's Literary Biography, Ellman's 
Golden Codgers, and Gitting's On the Nature of 
Biography. Students will be asked to read: 1) 
three biographies written before 1900, including 
Boswell's Life of Johnson; 2) five modern biog- 
raphies; 3) two sets of letters or private diaries; 
and 4) two autobiographies. Two seminar pres- 
entations and a substantial final paper form the 
basic requirements. Prerequisites: senior stand- 

ing in Literature, Comparative Literature, 
Creative Writing, or Foreign Languages. 

LCM 350 (Directed Study) The Twentieth 
Century British Mind Prof. Keith Irwin 

Ideas that develop and govern our human 
experience have a history and influence com- 
parable to the history and influence of institu- 
tions, laws, works of art and architecture. Under 
the assumption that World War II marks a great 
divide in British experience, this directed study 
looks at autobiography, poetry, drama, the 
novel, theological writing, and philosophy from 
prior to 1940 and post-1940 to compare ideas, 
beliefs, attitudes expressed in such media. T. S. 
Eliot and Ted Hughes, E. M. Forster and David 
Storey, Bertrand Russell and Peter Strawson, 
C. S. Lewis and Bishop Robinson represent the 
kinds of pairs students will select from a 
bibliographic list of options. C. B. Cox and A. E. 
Dyson, eds.. The Twentieth Century Mind: His- 
tory, Ideas and Literature in Britain (3 volumes), 
an invaluable reference work, is in the Cower 
Street Library. Evaluation will be based on a 
journal in which the student demonstrates his/ 
her developing sense of the crucial ideas form- 
ing the British mind in this century. This directed 
study is available to students on campus as well 
as those at the London center. 

CLI/CSP 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

Prof. Pedro Trakas 

For description see CSP/CLI 450/451 under 

LVS 305 Woman as Metaphor: Investigating 
our Literary Heritage 

Prof. Julienne Empric 

From Biblical Eve and Rabbinical Lilith through 
Joan of Arc and Mary Hartman, woman has been 
encaptured in metaphors which seek to illus- 
trate some part of what it is to be human as well 
as the "other half." The witch, the bitch, the 
victim, the survivor, the shrew, the romantic, the 
doll have all been metaphors or representations 
for women. We will investigate the most signifi- 
cant of these in European, Canadian and Ameri- 
can literature, by exploring literary techniques, 
by attempting to understand moments in civili- 
zation in which a particular metaphor for 
woman embodies particular values choices, and 
by investigating the presence, absence or ambi- 
ence of metaphor(s) for woman in today's 
world. Evaluation will be based on the quality of 
reading, discussion, short papers, and final crea- 
tive synthesis. Offered in 1979-80, then in alter- 
nate years. 

AVS 380 The Goddess in Literature 

Prof. Nancy Carter 

This course is designed to probe myths and 
archetypes surrounding the Goddess, to exam- 
ine our "godtalk" and "godthinking" by study- 
ing such varied sources as Christian mystics, 
Jungian psychologists, contemporary poets, 
novelists, and theologians. Our emphasis will be 
on discovering the rich heritage of materials 
about the Goddess and the feminine Holy Spirit 
and on assessing our own values, our own spirit- 
ual search in the light of these. We will also 
explore images and symbols of the Goddess as 
part of our work. A book list is available. Course 
evaluation will be based upon class participa- 
tion, several short papers and/or presentations, 
a final exam, and a final project or paper. 

AVS 381 Children's Literature 
ALI 250 (Directed Study) 

Prof. Peter Meinke 

This course is designed to introduce students to 
the best of children's literature in the various 
genres and to explore its relation to human 
value systems. It is divided into seven sections: 
Nursery Rhymes, Fairy Tales, Folk Tales and 
Mythology, Picture Books, Fantasy, Poetry, and 
Fiction. Students may concentrate in one or two 
areas, but must do some reading in all seven. 
The course will be evaluated on the quality of a 
reflective journal kept by the student on his or 
her reading, plus a project which may be either 
creative (for example, writing a children's story) 
or scholarly (for example, an essay on the history 
of nursery rhymes). 

LVS 381 Black Literature 

Prof. James Matthews 

The first half of this course will concentrate on 
the writings of Langston Hughes and Richard 
Wright. Students will prepare seminar presenta- 
tions on the social or artistic issues in their work. 
During the second half the focus will be on 
James Baldwin and Leroi Jones (Baraka). Stu- 
dents will prepare a final paper on the writing of 
one other contemporary Black writer (Ishmael 
Reed, Nikki Giovanni). A journal will be re- 
quired in which students monitor their reading; 
the final exam will be based on this journal. Pre- 
requisites: students taking this course for credit 
in Literature will be expected to have already 
read Ralph Ellison's Invisible Man, and students 
taking the course for colloquium credit will be 
expected to have read Alex Haley's Roots. 

AVS 382 Poetry and Values in 
Contemporary America 

Prof. Peter Meinke 

This course will concentrate on the content in 
the poems of Twentieth Century American 

poets. Man's relation to nature and society; to 
science and religion; to truth and beauty: these 
are the subjects of poets from Frost and Eliot to 
Ginsberg and James Dickey. The class will 
explore these relationships as evidenced in the 
poems, along with the role that poetry itself 
plays, or does not play, or can play in these 

AVS 384 Twentieth Century American 
Women in the Arts 

Prof. Nancy Carter 

This course will examine the contributions of 
American women artists, values and problems 
affecting them, and the opportunities they seek 
and find for themselves in the period from 1935 
to the present, initially, we will explore some of 
the traditions influencing women as persons and 
as artists, using for example, Virginia Woolf's A 
Room of One's Own, Elizabeth Gould Davis's 
The First Sex, and Art and Sexual Politics. With- 
in a context of value questions raised in our dis- 
cussion of this introductory section, we will 
examine works by women in various media — 
dance, visual arts, prose, poetry, film, photog- 
raphy, etc., inviting guest artists to join us when- 
ever possible. We will deal with such artists as 
Martha Graham, Twyla Tharp, Georgia 
O'Keeffe, Erica Jong, Margaret Atwood, Maya 
Angelou, Anais Nin, and Diane Arbus, using 
The Feminist Art Journal and other current 
material as resources. Evaluation will be based 
on class discussion participation, a mid-term 
project, and final paper. Limit: 25 Students. 


The Eckerd College Management Programs are 
designed to prepare the student to compete for 
management careers of the student's choice 
through either undergraduate or pre-Masters of 
Business Administration (pre-MBA) programs. 
The undergraduate management programs 
consist of: (1) the basic management core (The 
Managerial Enterprise, Accounting Principles, 
Microeconomics, and Statistical Methods, and 
either Quantitative Methods for Economics and 
Management or Calculus I for students concen- 
trating in accounting, business administration, 
finance or economics), (2) a group of four 
courses in two of three area options in psychol- 
ogy, economics and sociology/political science/ 
history, (3) an internship program, normally 
completed between the junior and senior year, 
(4) a senior comprehensive planning project 
completed in the Winter Term of the senior 
year, and (5) a minimum of five courses de- 
signed to prepare the student for entry into the 
management career of the student's choice. This 

group of courses is designated as the student's 
skill area. Through the skill area component of 
the program, the student may specialize in such 
areas as accounting, business administration, 
finance, economics, recreation and leisure, per- 
sonnel administration, theatre, organizational 
behavior, small business management, lan- 
guage, and quantitative and research methods. 
The Pre-MBA programs are designed to match 
the student's undergraduate preparation with 
the preferred entrance requirements of grad- 
uate schools to which the student plans to apply 
for entry. Some graduate schools prefer appli- 
cants to have an undergraduate degree in man- 
agement/business administration while others 
prefer applicants to have a general liberal arts 
undergraduate degree. The Eckerd College 
Management programs have the flexibility to 
permit the student to prepare a program of 
study which will satisfy the undergraduate edu- 
cation requirements for either category of 
schools. However, completion of a pre-MBA 
program does not guarantee entry into an MBA 
program. The entrance requirements for both 
categories of schools are generally based on a 
good (B or better) grade average and a score 
satisfactory to the graduate school on the Grad- 
uate Management Admissions Test (GMAT). 

BMN/NMA 120 Quantitative Methods for 
Economics & Management Staff 

This course provides an introduction to the 
mathematics used in undergraduate studies in 
the fields of economics and management 
science. The topics studied will include an intui- 
tive development of the calculus and its uses 
together with various quantitative methods from 
topics such as forecasting, decision theory, linear 
programming, simulation, and probability. Stu- 
dents expecting to pursue graduate studies in 
economics or management science are advised 
to take the calculus sequence and linear algebra 
rather than this course. Evaluation will be based 
on out-of-class assignments, hour tests, and a 
final examination. Prerequisite: College Algebra 
or permission of the instructor. Class limit of 35. 

BMN 250 (Directed Study) Personnel 
Management Prof. Bart Tebbs 

This course focuses on managing the human 
resources within an organization as a part of the 
total management system. The student will be 
introduced to the basic personnel processes. A 
text and workbook are required. Evaluation 
consists of seven objective tests on the major 
parts of the course, and completion of work- 
book assignments. Prerequisite: BMN 270 The 
Managerial Enterprise or permission of the 

BMN 270 The Managerial Enterprise 

Prof. Bart Tebbs 

This course is an introduction to the basic con- 
cepts, theories, and management styles used in 
contemporary management. The goals of the 
course are for the student to understand the 
importance of communication, motivation, 
planning, directing, controlling, and organizing 
in organizations with a job to be accomplished. 
Evaluation will be based on participation in the 
experiential exercises, midterm tests, and the 
completion of a learning assessment notebook. 
Texts will be announced. Prerequisite: Introduc- 
tion to Psychology or Introduction to Sociology. 

BMN 271 Principles of Accounting 

Prof. Pnilip Siegel 

This course presents the basic elements of ac- 
counting as an information system. Topics cov- 
ered include the accounting cycle, internal 
control, accounting systems and generally ac- 
cepted accounting principles. Accounting for 
partnerships is also discussed. Students are eval- 
uated on the basis of class participation, exami- 
nations and practice sets. A textbook is used: 
Niswonger and Fess, Accounting Principles. 

BMN 273 Personal Finance 

Prof. Eugene Lebrenz 

This course examines the complex challenges of 
many financial decisions facing an individual 
and the family during a lifetime. Emphasis is 
placed upon translation of personal lifetime 
goals and priorities into financial plans and | 
actions while developing personal consumer 
skills. Topics include income generation and dif- 
ferences, family budgeting, taxes, use of credit, 
insurance, housing, investment fundamentals, 
and estate planning. The course may be of 
special interest to non-management majors. 
The text is Cohen and Hanson, Personal Finance, 
Principles and Case Problems. Evaluation will be 
based upon several hour exams, quizzes, cases, 
and class participation. 

■■■ J 
BMN 277 Small Business Ownership 

Prof. Eugene Lebrenz 

This course will focus on the administration of 
small enterprises. The environment and the 
philosophies for successful small business 
management will be covered. Specific areas 
reviewed are: problems of planning and initiat- 
ing a small business, financing the firm, form 
and structure, merchandising and sales, pro- 
grams and policies, financial management, and 
control. The text is Steinhoff, Small Business 
Management. Additional current readings will 
be assigned. Evaluation will be based upon four 
one-hour exams, oral class presentations, and 
written assignments. 

BMN 278 Business Law 

Profs. Dan and Larry Bernstone 

This course will involve a comprehensive exam- 
ination and analysis of the principles of business 
law, their rationale and application. Students 
will be exposed to a wide variety of business 
laws and regulations. The emphasis is on con- 
tracts, agency, formation of business organiza- 
tions, the Uniform Commercial Code, creditors' 
rights and laws, and regulations affecting labor. 
Other areas covered include torts and property. 
Additionally, students will gain some familiarity 
with the judicial and administrative processes. 
Assigned readings will include Harron, Law for 
Business Managers, and Corley and Robert, 
Fundamentals of Business Law. Cases will be 
assigned. Evaluation will be based on a midterm 
examination, a final examination, class participa- 
tion, and participation in special meetings 
arranged between students and the instructor. 

BMN 350 (Directed Study) 
Management Group Process Practicum 

Prof. Bart Tebbs 

This course is designed for the Senior manage- 
ment major to provide him/her with experience 
in the theory and application of experiential 
management education techniques. The course 
is designed to provide selected students with 
experience using this educational method. A 
text and outside readings will be used. Students 
must arrange their schedules to be present when 
The Managerial Enterprise is being offered. Eval- 
uation consists of student and instructor eval- 
uations, and a library or evaluation research 
report. Prerequisites: BMN 270 The Managerial 
Enterprise and permission of the instructor. 

BMN 351 (Directed Study) 

Systems Audit Prof. Philip Siegel 

This course will develop the fundamentals of 
information systems and their role in the per- 
formance of the accounting function in business 
organizations. The focus of the course will be: to 
familiarize the student with the application of 
the principles of internal control; to aid in un- 
derstanding the patterns of flow of accounting 
and financial data and information in business; 
and to develop an understanding of the use of 
computers in current and future accounting in- 
formation systems. There is a text and readings 
are required. Students are evaluated on the basis 
of homework, flowchart presentation and a final 
examination. Prerequisite: Principles of Ac- 
counting I and II. 

BMN 370 Organizational Behavior and 
Leadership Prof. Bart Tebbs 

This course is designed as an introduction to the 
study of behavior in organizations. It focuses on 

the interaction of the individual and the organi- 
zation in work situations. The goal is to provide 
the student with ways of looking at and under- 
standing behavior in organizations from the 
viewpoints of the industrial psychologist, man- 
agers, and individuals in the organization. A 
leadership workshop will be conducted as part 
of the course. The required reading includes 
text, book of readings, and a leadership work- 
book. Evaluation will be 'based on midterm 
tests, a project report, and completion of the 
leadership project. Prerequisites: Junior or 
Senior standing, and completion of or concur- 
rent enrollment in BMN 270 The Managerial 

BMN 371 Intermediate Accounting 

Prof. Philip Siegel 

This course develops the concepts and theory 
used in accounting practice and analysis. It pro- 
vides a comprehensive review of accounting 
fundamentals, the latest accounting principles 
promulgated by designated authoritative bodies 
(AICPA, FASB, etc.), and selected topics of re- 
cent significance including leases, pensions, 
amortization of discounts and premiums. The 
course also discusses the latest views on infla- 
tion accounting. Students are evaluated on the 
basis of examinations and class participation. 
A text is required (Welsh, Zlalkovich and White, 
Intermediate Accounting). Prerequisites: BMN 
271 and 272, Principles of Accounting I and II. 

BMN 372 Managerial Accounting 

Prof. Philip Siegel 

This course is an extension of Principles of Ac- 
counting. The student will become familiar with 
the use of accounting information in the control 
of a business operation and the interpretation 
of the information for management's use. The 
course will provide an overview of the analysis 
of financial statements, cost and responsibility 
accounting, budgeting, cost-volume-profit 
analysis and decision making. A text will be as- 
signed. Evaluation criteria will be included in the 
syllabus. Prerequisite: Principles of Accounting 
I and II. 

BMN 450 (Directed Study) 
Financial Statement Audit 

Prof. Philip Siegel 

This course will focus upon the systematic pro- 
cess of objectively obtaining and evaluating 
evidence concerning financial statements. This 
evidence is the basis whereby the independent 
auditor expresses an opinion on the fairness 
with which the present financial position, results 
of operation and changes in financial position 
are in conformity with generally accepted ac- 
counting principles. The student is evaluated on 
the basis of completed homework assignments. 

an audit procedure project and a final examina- 
tion. A textbook and the Codification of State- 
ments on Auditing Standards are used. Prerequi- 
sites are Principles of Accounting I and II. 

BMN 471 Advanced Accounting 

Prof. Philip Siegel 

This course focuses upon a variety of current 
important topics in accounting which are of 
concern to both practitioner and theoretician 
alike. The topics include: advanced work in 
partnerships, partnership liquidation and joint 
ventures; accounting for installment sales and 
consignments; consolidated accounting and 
reporting; accounting for branches and seg- 
ments; international accounting; and account- 
ing for government entities and other nonprofit 
organizations. A textbook and case studies will 
be used. Evaluation will be by tests and student 
participation. Prerequisites are BMN 271 Prin- 
ciples of Accounting and BMN 371 Intermediate 

BMN 474 Group Leadership Practicum 

Prof. Bart Tebbs 

This course is a sequel to BMN 370 Organiza- 
tional Behavior and Leadership. The emphasis 
will be on applying the knowledge obtained 
from an intensive study of theoretically signifi- 
cant empirical research. Applications will be 
attempted both within classroom "laboratory" 
situations and in the "outside world." Texts and 
readings will be assigned. Evaluation will be 
based on class participation, midterm tests, and 
a project report. Prerequisites are Organiza- 
tional Behavior or Social Psychology and junior 
or Senior standing. Not offered in 1979-80. 

BMN 475 Investment Analysis 

ProT. Eugene Lebrenz 

This course examines the theories of major U.S. 
security markets. The emphasis is upon the stock 
market and fundamental analysis of its securi- 
ties; technical analysis is reviewed. The objective 
of the course is to consider alternative personal 
investment goals, practices, and tax implications. 
Attention is upon establishing and managing a 
personal portfolio including: investor objec- 
tives/risks, sources of information, determinants 
of value, market operations and mechanics, and 
security analysis. The texts are: Christy and Clen- 
denin, introduction to Investments; Malkiel, A 
Random Walk Down Wall Street; and current 
issues of Barron's and The Wall Street journal. 
Evaluation will be based upon several exams, 
class presentations, and an investment simula- 
tion model. BMN 271 Principles of Accounting 
and BEC 282 Principles of Macroeconomics, or 
permission of the instructor are prerequisites. 

BMN 479 Corporate Finance 

Prof. Eugene Lebrenz i 

This course examines the role and theoretical 
framework available to financial managers. Sig- 
nificant tools used in selecting alternative finan- 
cial management actions are reviewed in detail i 
as they are employed by managers seeking to 
accomplish long-run business objectives within a 
dynamic economy. Topics covered include: j 
types of business organizations, tax considera- ' 
tions, ratio analysis, profit planning and fore- 
casting, risk analysis, asset and sources of funds 
management, capital budgeting, capital fund 
markets, and firms' financial structures and 
valuations. Texts are Weston and Brigham, 
Essentials of Managerial Finance, and the Wall 
Street Journal. Evaluation will be based upon 
several exams, problems, quizzes and cases, and 
class participation. BMN 271 Principles of 
Accounting and BEC 282 Principles of Macro- 
economics are prerequisites. 

BVS 362 Business and Society 

Prof. Philip Siegel 

This course deals with the significance of the 
relationship between business and society. The 
focus is on the most important interrelationships 
between business and society with emphasis 
upon the more current and socially significant 
issues. An analytical framework is also presented 
to enable students to examine these current is- 
sues as well as future issues. Topics covered in- 
clude: Business and Changing Values; Business 
and Technology; Business and Our Polluted 
Environment; Business and the Arts; and others. 
Students are evaluated on the basis of a research 
paper and class participation. 

BVS 367 Management Theory and Practice ' 

Prof. Bart Tebbs 

The emphasis of this course will be on the role 
of values in managerial decision making. The 
course will include a discussion of individual 
responsibilities to the organization, and the 
organization's responsibilities to the individual. 
The main thrust of the course is to assess the role 
of the individual in organizations from the per- 
spective of personal and institutional values. The 
case study method will be used. A book of read- 
ings/cases will be assigned. Students will be 
expected to make formal and informal presen- 
tations. Evaluation will be based on midterm 
tests, participation, written and oral case analy- 
ses. This course is limited to students with junior 
or Senior standing. 

BVS 464 American Industries: Public Policy 
and Social Responsibilities 

Prof. Eugene Lebrenz 

This course will examine major public-policy and 

social-responsibility issues affecting U.S. indus- 
tries. We will explore market structures, conduct 
and performance as well as the interactions 
between industry, government and consumers. 
Specific value questions to be studied for each 
industry include: how can the industry meet 
conflicting social, political and economic objec- 
tives and what are the stewardship responsibili- 
ties of business? Industries studied will represent 
industrial, service, recreational, agricultural, 
and health care segments of the U.S. economy. 
The text is The Structure of American Industry 
by Walter Adams. Evaluation will be based upon 
class participation, a final exam, and two papers 
and presentations. The papers will consider con- 
sumer and corporate goals, reflecting such con- 
cerns as integrity, stewardship, fairness, and 
efficiency of each industry. 

For other management courses see ECO- 


tions. Some analytic geometry will be intro- 
duced to illuminate the above. Evaluation will 
be based on daily assignments, hour tests, and a 
final examination. 

NMA 112 (Modes of Learning) 
Finite Mathematics 


The ability to handle symbolic statements in a 
logically meaningful manner will be the main 
objective of this course. Among the topics used 
in developing this important skill will be truth 
sets, probability, Markov chains, vector and 
matrix theory, and applications to behavioral 
and managerial sciences. An introduction to 
linear programming will also be included. This 
study will be helpful to persons planning further 
work utilizing quantitative thinking. In particu- 
lar, this course will provide an acquaintance 
with probability and other background mathe- 
matics of value in studying statistics and topics in 
management and business administration. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. Not offered 1979-80. 

The basic requirement for either the B.A. or 
B.S. degree is the completion of eight mathe- 
matics courses numbered above 233. Independ- 
ent study courses in special topics in mathe- 
matics also may be used in satisfying this require- 
ment. This wide flexibility permits a program of 
study to be tailored to the individual student's 
interests. All mathematics courses taken are 
applicable to the collegia! requirement of 12 
natural science courses for the B.A. degree, and 
16 natural science courses for the B.S. degree. 

NCM 113 (Modes of Learning) 
NCM 152 (Directed Study) Computer 
Algorithms and Programming Staff 

Problems suitable for computers are chosen for 
this course from many fields. The student pro- 
grammer analyzes each problem, devises an 
algorithm for its solution, constructs a flow chart 
diagram depicting the algorithm, and then 
translates the flow chart into BASIC or FOR- 
TRAN, the two programming languages learned 
in this course. Evaluation is based upon the qual- 
ity of the problems solved successfully on the 
computer, upon the quality of one special com- 
puter project of the student's choice, and on 
several tests in BASIC or FORTRAN. 

NMA 111 (Modes of Learning) 

College Algebra Staff 

This is a course in basic algebra, a prerequisite 
for understanding Calculus I. The study will 
include the language of logic and sets and the 
foundations of the real number system. The 
function concept will be explored with particu- 
lar emphasis on polynomial and algebraic func- 

NMA 113 (Modes of Learning) 


Functions and their graphs are explored. Trigo- 
nometric functions, their inverses, exponential, 
and logarithmic functions are studied. These 
functions are then used in proving identities, 
solving equations, and developing complex 
numbers. Evaluation is based upon daily assign- 
ments, hour tests, and a final examination. Pre- 
requisite: College Algebra or two years of high 
school algebra. 

NMA 114 (Modes of Learning) 

Statistics, An Introduction Staff 

The intent of this course is to introduce the stu- 
dent to statistical inference procedures and have 
him understand why those procedures function 
better than intuition in decision making. The 
stress will be on concepts rather than applica- 
tions in a particular field of interest, and the 
course should be of especial interest to students 
in the premedical and biological sciences. Topics 
introduced will be descriptive methods, proba- 
bility distributions, statistical inference, linear 
regression, and non-parametric statistics. The 
computer with programs in BASIC will be used 
to eliminate computational drudgery. Evaluation 
will be based on several tests and a final exam- 
ination. Credit will not be given for both this 
course and BCM 260. No computer program- 
ming will be required and the computer will be 
used only as a labor-saving tool. 

NMA/BMN 120 Quantitative Methods for 
Economics & Management Staff 

This course provides an introduction to the 
mathematics used in undergraduate studies in 
the fields of economics and management 
science. The topics studied will include an intui- 
tive development of the calculus and its uses 
together with various quantitative methods from 
topics such as forecasting, decision theory, 
linear programming, simulation, and probabil- 
ity. Students expecting to pursue graduate 
studies in economics or management science 
are advised to take the calculus sequence and 
linear algebra rather than this course. Evalua- 
tion will be based on out of class assignments, 
hour tests and a final examination. Prerequisite: 
College Algebra or permission of the instructor. 
Class limit of 35. 

NMA 131 Calculus I Staff 

This is the first course in a two-course sequence 
which deals with the calculus of single variable 
functions and plane analytic geometry. Con- 
cepts studied are function, limit, continuity, 
derivative, and the definite integral. Applica- 
tions to the physical sciences along with possible 
uses in economics are used to motivate the 
underlying mathematics. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: College Algebra 
or two years of high school algebra. 

NMA 132 Calculus 11 


A continuation of Calculus I, topics are the 
calculus of exponential, logarithmic, and trigo- 
nometric functions, formal integration tech- 
niques, applications, and infinite series. Evalua- 
tion will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: 
Trigonometry and Calculus I. 

NMA 233 Calculus III 


The calculus of functions of several variables is 
developed. Topics are three-dimensional analyt- 
ic geometry, partial derivatives, directional 
derivatives, extrema of functions of several 
variables, multiple integration, and applications. 
Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequisite: 
Calculus II. 

NMA 234 Differential Equations Staff 

After seeing how ordinary differential equations 
arise naturally in the world around us, the stu- 
dent will study linear differential equations of 
second and higher order, series solutions, the 
Laplace transform, systems of first order equa- 
tions and numerical methods. Evaluation will be 
based on daily assignments, hour tests, and a 

final examination. Prerequisite: Calculus II. 
Offered in 1979-80, then in alternate years. 

NMA 236 Linear Algebra Staff 

This is a study of vector spaces, linear transfor- 
mations and matrices. Especial attention is given 
to applications in the analysis of systems of linear 
equations. Eigenvalues and eigenvectors for 
square matrices are explored and applied. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: 
Calculus I and the permission of the instructor, 
or Calculus II. 

NMA 333 Probability and Statistics I Staff 

Topics covered in the two courses of this se- 
quence will include probability theory, random 
variables, random sampling, various distribu- 
tion functions, point and interval estimation, 
tests of hypotheses, regression theory, and non- 
parametric tests with a major emphasis on the 
mathematical development of the topics. Eval- 
uation will be based on daily assignments, hour 
tests, and a final examination. Prerequisite: 
Calculus II or the permission of the instructor. 
Offered in 1980-81, then in alternate years. 

NMA 334 Probability and Statistics 11 Staff 

This course is a continuation of Probability and 
Statistics I. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: Probability and Statistics I. Offered 
in 1980-81, then in alternate years. 

NMA 335 Abstract Algebra I Staff 

This two-course sequence begins with a study of 
naive set theory and some properties of the inte- 
gers. Various algebraic structures including 
groups, rings, integral domains, vector spaces, 
and fields are then developed. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus III or 
Linear Algebra. Offered in 1980-81, then in alter- 
nate years. 

NMA 336 Abstract Algebra 11 


This course is a continuation of Abstract Algebra 
I. Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequisite: 
Abstract Algebra I. Offered in 1980-81, then in 
alternate years. 

NMA 337 Foundations in Geometry 


This study will center on the foundations and 
development of Euclidean and non-Euclidean 
geometry with an axiomatic approach. The 
course is particularly appropriate for prospec- 

tive teachers. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: Calculus II or the permission of the 
instructor. Offered in 1979-80, then in alternate 

NMA 341 Numerical Analysis 


Topics studied include approximation, inter- 
polation, differentiation, integration, and the 
solutions of non-linear equations, systems of 
equations, and differential equations. Evaluation 
w\\\ be based on daily assignments, hour tests, 
and a final examination. Prerequisites: Calculus 
III (may be taken concurrently) and the ability to 
write BASIC or FORTRAN programs. 

NMA 433 Real Analysis 


This is the first course in a two-course sequence 
in which the foundations of real analysis are 
considered and topics from advanced calculus 
are then developed. Specific topics included are 
the real numbers as a complete ordered field, 
the derivative, the Riemann Integral, Euclidean 
n-space, and vector-valued functions of a vector 
variable. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: Calculus III. Offered in 1979-80, 
then in alternate years. 

NMA 434 Real Analysis 11 


This is a continuation of Real Analysis I. Topics 
included will be partial derivatives, the inverse 
and implicit function theorems, multiple inte- 
grals, line and surface integrals. Green's and 
Stokes' theorems, and infinite series. Evaluation 
will be based on daily assignments, hour tests, 
and a final examination. Prerequisite: Real 
Analysis I. Offered in 1979-80, then in alternate 

NMA 499 Independent Research — Thesis 


Seniors majoring in mathematics may, upon 
invitation of the mathematics faculty, do re- 
search and write a thesis under the direction of 
a member of that faculty. The submission of the 
resulting written thesis and an oral defense will, 
upon approval of the mathematics faculty, satis- 
fy the comprehensive examination requirement 
for graduation. Prerequisites: excellence in 
mathematics courses through the Junior year 
and invitation by the faculty. 


A major in modern languages will ordinarily 
consist of at least six courses above the inter- 
mediate level in one language, with a Senior 

thesis or comprehensive examination in that 
language, plus four courses or more in at least 
one other language. Courses in a second or 
third language ought to be taken in two-course 
sequences. Generally, the student would be well 
advised to choose area studies courses that cor- 
respond to the languages in which he/she is 
concentrating. A minimum of one month of 
residence abroad in a foreign language environ- 
ment is strongly advised. 


The major in music consists of Comprehensive 
Musicianship courses I, II, III, IV, V and VI, plus 
two additional music courses. In addition, a stu- 
dent must be enrolled for one hour per week in 
applied music instruction and participate in one 
of the ensemble programs operating through 
the music discipline during each term of resi- 

AMU 116 (Modes of Learning) 
Comprehensive Musicianship I: for 
Non-Majors Staff 

The purpose of the course is to acquire and de- 
velop concepts and skills to Fundamental Musi- 
cianship for students who are not majoring in 
music. Fundamentals such as scales, key signa- 
tures, intervals, and elementary harmony will be 
studied, both separately and in the context of 
actual musical compositions. The text will be 
Basic Materials in Music Theory by Harder. 
Evaluation will be based on class participation, 
written exercises, and final examination. 

AMU 145 Comprehensive Musicianship I: 
for Majors Prof. William Waters 

This course is designed to provide the funda- 
mentals of music necessary to the other Com- 
prehensive Musicianship courses. The focus of 
the course is designed to increase the student's 
awareness of the process of becoming a musi- 
cian, and of the role of the musician in today's 
society. Emphasis, too, will be placed on pro- 
grammed ear training and sight singing both in 
the classroom and in independent lab sessions. 
Evaluation for the course will be based on 
written exercises, several short tests, participa- 
tion in class activities, and a final examination. 
Open to prospective music majors. 

AMU 221 introduction to Music Literature 

Prof. Donald Fouse 

The course is designed to introduce the student 
to the best of serious music from the seven- 
teenth century to the present through an 
emphasis on cultural and social influence on the 
music as well as musical style. No previous musi- 

cal knowledge is needed and lecture, discus- 
sion, and listening will be emphasized. Evalua- 
tion will be based on class discussion and up to 
three essay examinations if needed. Assigned 
text material will be provided throughout the 
course by the instructor 

AMU 222 Introduction to Opera 

Prof. Donald Fouse 

The course is designed to introduce the student 
to opera through an emphasis on the peculiar 
dramatic advantages of the medium. Methods 
used will be lecture, discussion, listening, non- 
technical dramatic analysis, as well as television 
and live opera performances when possible. The 
various musical devices to promote the dramatic 
and emotional aspects of the text will be exam- 
ined. The course is designed for an intelligent 
beginner without a music background. Several 
operas will be examined with particular care. An 
English-language vocal score of Mozart's The 
Marriage of Figaro and Verdi's Othello will be 
required. Evaluation will be based on class dis- 
cussion, an oral report, and up to three essay 

AMU 242 Comprehensive Musicianship II: 
Medieval and Renaissance Music 

Prof. Donald Fouse 

This is an integrative study of the history, theory, 
and performance practices of the Medieval and 
Renaissance periods. The sacred and secular 
music will include the chant of the Middle Ages, 
the polyphony of the thirteenth century, the 
carol of the fifteenth century, the music of Pales- 
trina, and the Elizabethan dance and madrigals. 
In order that the student can see the individual 
works and composers in relation to their times, 
the study of musical style will also include the 
institutions under whose patronage the music 
was composed and performed. Students will be 
encouraged to perform and listen to music from 
these periods. The texts are Music in the Medie- 
val World, by Seay, Music in the Renaissance by 
Brown and Music Scores: Omnibus Part I. Eval- 
uation will be based on participation in discus- 
sion, written exercises, quiz on listening, and 
either a research paper or a final examination. 
Prerequisites are Comprehensive Musicianship 
I: For Majors, or its equivalent. Offered in 1979- 
80, then in alternate years. 

AMU 244 Seminar in Solo Vocal Literature 

Harry Waller 

This course involves a series of seminars and dis- 
cussions of masterworks of vocal literature in all 
styles and periods. Students, faculty, and guests 
are invited to participate. Each student will give 
at least one formal presentation each semester. 
Critique sessions will enable the student to 

understand better the level on which he is able 
to communicate his musical ideas to his listen- 
ers. Credit for two courses will be given in the 
Senior year for students who have satisfactorily 
participated in colloquia for each of four 

AMU 245 Choral Literature and Ensemble 

Prof. William Waters 

This is a survey of music for chorus from 
medieval to contemporary periods. Active 
membership in the Concert Choir is required 
concurrently with this course. Techniques of 
ensemble performance will be demonstrated 
and practiced. Proficiency in score reading will 
be taught. The student is expected to gain knowl- 
edgeable insight into historical and stylistic con- 
siderations as well as performance practices 
appropriate to the periods studied. Evaluation 
will be based on quality of daily participation 
and on skills demonstrated in public perform- 
ance. Students will be admitted on basis of 

AMU 266 Music Projects I 

Prof. Donald Fouse 
Music Projects I will embrace a variety of per- 
formance-centered musical experiences. Activi- 
ties may be centered around solo or ensemble 
work and may comprise several short works or J 
an extended work. Regular rehearsal is expected | 
of each student, and weekly critique sessions 
will guide participants toward objectives set at 
the beginning of the work. Enrollment is open 
to all students, but each proposal must have the i 
approval of the music faculty. Work may be dis- 
tributed over more than one module for a single 
module's credit. It is possible to enroll more 
than once in Music Projects I, with a change of j 
area of emphasis. Prerequisite is demonstrated 
musical skills. 

AMU 341 Comprehensive Musicianship III: 
Music of the Baroque Period 

Prof. William Waters 

The focus of this course will be the music of 
Bach and Handel, but study will by no means be 
limited to these two composers. Theoretical 
aspects of the course will include a study of con- 
trapuntal practices of the period. Students will 
be encouraged to perform music from this 
period, and the lab will emphasize ear training 
and listening to the music. Evaluation will be 
based on participation in discussion, written 
exercises, a quiz on listening, and either a 
research paper or a final exam. Prerequisite is 
Comprehensive Musicianship I or special per- 
mission of the instructor. Offered in 1979-80, 
then in alternate years. 

AMU 350 (Directed Study) Twentieth 
Century Music Prof. William Waters 

This course surveys important works of the 
major composers of this century. After com- 
pleting the material of the syllabus, which will 
include readings from standard histories of this 
period, writings by the composers themselves, 
and listening to phonograph recordings of their 
works, students may choose for their final eval- 
uation a written examination, an extended 
paper on a topic approved by the instructor, or a 
project approved by the instructor. The course is 
open to all students; however, ability to read 
standard musical scoring at a minimal level is 

AMU 366 Music Projects II: 

Performance Seminar Prof. Donald Fouse 

This course is for the instrumentalist to perform 
in one or more of a large variety of instrumental 
ensembles including strings, brass, and wood- 
winds with or without keyboard. The emphasis is 
on the small ensemble or chamber music. The 
size and type of ensembles depend on the stu- 
dent enrollment and the musical instruments 
they play. Evaluation will be based on class par- 
ticipation and performance of the music. 

AMU 441 Comprehensive Musicianship IV 


This course is designed as an advanced study of 
music (analysis of the different compositional 
forms and techniques and the harmonic proce- 
dures used in the classical era of music), pri- 
marily for the student who intends to pursue a 
musical vocation. The focus of the course is 
designed to increase the student's awareness of 
the process of becoming a musician, and of the 
role of the musician in today's society. Emphasis, 
too, will be placed on ear training and sight 
singing both in the classroom and in inde- 
pendent study. Required reading will include 
harmony texts and Donald j. Grout's book. The 
History of Western Music, but will draw heavily 
on library resources and recordings. Evaluation 
for the course will be based on written exercises, 
several short tests, participation in class activi- 
ties, a course paper, and a final examination. 
Prerequisites for this course are Comprehensive 
Musicianship courses I, II, and III, or special 
permission of the instructor. Offered in 1980-81, 
then in alternate years. 

AMU 442 Applied Music: Organ^ Piano, 
Voice, Guitar, Strings, Brass, Woodwinds 


A student will learn to perform great music of all 
periods on any instrument offered as Applied 
Music through a program of disciplined practice 
and research into the music which is being per- 

formed. One one-hour lesson per week, at least 
six practice hours per week, and attendance at 
one performance class per week will earn one 
course credit for each year of study. Evaluation 
will be based on student's performance level 
and his understanding of compositions studied. 
The prerequisite is permission of music faculty. 

AMU 444 Comprehensive Musicianship VI: 
Contemporary Music Prof. William Waters 

This course begins with the music of the French 
Impressionist School, and deals with the music 
of major composers such as Schonberg, Ives, 
Stravinsky, Bartok, Webern, Varese, Orff, Mes- 
sian, Hindemith, and Prokofiev. Theoretical 
considerations include posttonal organization of 
sound, twelve-tone techniques, aleatory music, 
and other twentieth century phenomena. Eval- 
uation will be based on two oral reports, a major 
paper, and a final examination. Prerequisite is 
Comprehensive Musicianship I or special per- 
mission of the instructor. Offered in 1979-80, 
and then in alternate years. 

AMU 463 Comprehensive Musicianship V 

Prof. William Waters 

This study will focus on the product of some of 
the leading composers of the Romantic Era in 
music from the late works of Beethoven to 
Debussy. Through examination of primary 
source material and analysis of various musical 
structures, students will develop an understand- 
ing of the language of the Romanticists. In 
instrumental forms, compositions for solo in- 
struments, chamber works and the large sym- 
phonic forms will be studied. The main text for 
the course is Grout: A History of Western Music. 
Other readings will be selected from major 
historical, biographical, and stylistic writings 
about the Romantic Period as well as from writ- 
ings of the composers themselves. Each student 
will submit one major paper and two shorter 
ones for evaluation. Opportunities to compose 
in a style reflective of the period will be given 
and student performances of original compo- 
sitions and works by the masters will be encour- 
aged. Prerequisites are Comprehensive Musi- 
cianship I or equivalent. Offered in 1980-81, 
then in alternate years. 


Students majoring in philosophy will develop 
with a Mentor a program with a minimum of 
eight philosophy courses, at least two from Logic 
and Language, Modes of Philosophizing, Ethics; 
at least three from the History of Philosophy 
four-course series; the remainder should be 
upper level courses representing the student's 

particular interests, integrative in relation to 
courses taken in other fields, and should help 
provide perspective for the whole liberal arts 

LPL 110 (Modes of Learning) 

LPL 150 (Directed Study) Modes of 

Philosophizing Staff 

By introducing the student to the thought of 
such philosophers as George Berkeley, William 
James, Plato, Lucretius, and Jean-Paul Sartre, the 
intention of this course is to develop in his mind 
a sense of what arouses philosophical questions 
and of the possible modes or patterns for at- 
tempting to answer them. This assumes that 
philosophical questions differ from scientific, 
historical, technological, informational, com- 
monsensical, and many other kinds of questions 
we raise. The desired outcome of the course is 
to encourage the student, through recognizing 
and appreciating the philosophical thinking of 
others, to venture on his own philosophical 
thinking with greater confidence and sophisti- 

LPL 111 (Modes of Learning) 

LPL 151 (Directed Study) Logic and 

Language Prof. Peter Pav 

Appropriate for pre-law, philosophy, science, 
mathematics, social science and literature stu- 
dents, this course studies the methods of critical, 
logical analysis of language and thought. It starts 
with everyday language, its nature, uses, and 
misuses, then studies artificial logical languages 
whose precision can aid our understanding. We 
will develop several techniques for evaluating 
arguments, both propositional and predicate. 
Text is Copi's Introduction to Logic, 5th ed. Eval- 
uation is based on frequent homework exer- 
cises and three open-book examinations. 

CPL 241 Ethics Prof. Ashby Johnson 

This course traces the major moral philosophies in 
Western thought, from Plato through Nietzsche. 
Special attention is given to the foundations of 
moral reasoning and the definition of the good 
life. The texts will be Ethical Theories (Melden) 
and Ethics (Frankena). Students will be divided 
into discussion groups and will rotate the major 
responsibility for class discussion. There will be 
at least two one-page thesis papers and one five- 
page paper applying the position of a major 
ethical thinker to a contemporary moral prob- 
lem. There will also be a final integrative educa- 
tional experience. 

CPL 244 Social and Political Philosophy 

Prof. Ashby Johnson 

The purpose of the course is to develop a famil- 
iarity with the major theories of civil order 

which have been influential in Western Europe 
and America. Contemporary political theory is 
examined in the light of classical tradition and 
historical movements. The two primary texts are | 
Somerville and Santoni, Social and Political Phil- 
osophy (selected readings) and William T. 
Bluhm, Theories of the Political System. Evalua- 
tion is based on class participation, two tests, 
one term paper, and an examination. Offered 
in 1980-81, then in alternate years. 

LPL 321 History of Philosophy: Greek and 
Roman Prof. Keith Irwin 

Relevant for philosophy, history, science and 
classics, this course studies the rise of philoso- 
phy, 600 BC-AD 100. Emphasis on natural philo- j 
sophy; e.g.. What is the World? Where did it 1 
come from? How do we know it? What is knowl- j 
edge? What is philosophy? If these questions are 
meaningful, how can we answer them? We will 
study the Pre-Socratics, Sophists, Stoics, and 
Epicureans, and emphasize Plato and Aristotle. I 
Most classes will be student-led seminars. Text: 
Copleston's History of Philosophy, Vol. 1, and 
extensive collateral readings. Evaluation is based 
on class participation (discussions and presen- 
tations), two take-home examinations, term- j 
paper. Offered in 1980-81, then in alternate ' 

LPL 322 History of Philosophy: Medieval 
and Renaissance Prof. Keith Irwin 

The philosophy of the high middle ages repre- 
sents one of the most impressive intellectual ac- 
complishments of western man. An introduction 
to the medieval mind will be given through 
Dante's Divine Comedy, Tristan and Isolde, and 
the Abelard-Heloise love story. Major figures 
and issues next covered will be Augustine, 
Anselm and the career of the ontological argu- 
ment, Thomas Aquinas, Duns Scotus, Ockham, 
and the Renaissance philosophies of man. The 
primary thread running through the course will 
be the relation between faith and reason as 
avenues of truth. Philosophy in the Middle Ages 
and The Renaissance Philosophy of Man will be 
the main texts. Each student will be responsible 
for four short papers to be used in seminar dis- 
cussions, and a final examination. No prereq- 1 
uisites, but not open to freshmen. Offered in 
1980-81, then in alternate years. 

LPL 323 History of Philosophy: 17th-18th 
Century Prof. Peter Pav 

We will study the central problem of knowl- 
edge, what and how we can know about our- 
selves, our world, and God. Philosophical devel- 
opments from Descartes through Kant will be 
seen as a response to the Scientific Revolution. 
Our texts will be writings of Descartes, Spinoza, 

Locke, Hume, and Kant with W. T. Jones' History 
of Western Philosophy, Vols. Ill & IV, used for 
integration. Evaluation is based on two examin- 
ations, class participation including seminar 
presentations, and a philosophical journal. 
Offered 1979-80, then in alternate years. 

LPL 324 History of Philosophy: Nineteenth 
Century Prof. Peter Pav 

Concerns reactions to Kant, German Idealism, 
Utilitarianism, Social and Scientific philosophy, 
and Existentialism: Hegel, Schopenhauer, 
Comte, Mill, Marx, Kierkegaard, Nietzsche, and 
Mach. Main emphasis will be on systematic 
rationalism and its limits, the role of science in 
metaphysics, and the importance of the individ- 
ual. Part of the four-semester History of Phi- 
losophy sequence. Evaluation based on two 
examinations, class participation including sem- 
inar presentations, and a written philosophical 
statement. Offered in 1979-80, then in alternate 

LPL 342 Twentieth Century Philosophical 
Movements Prof. Keith Irwin 

This course will survey the development of 
philosophical analysis and existentialism as the 
two main philosophical movements of the twen- 
tieth century. Attention will be given to a com- 
parison of the two movements on such critical 
issues as their views of man, language, ethics and 
religion. Basic readings will be from Ammerman, 
Classics of Analytic Philosophy and Spanos, A 
Casebook on Existentialism. Evaluation will be 
based on written seminar presentations and a 
final examination. No prerequisite, but Fresh- 
men admitted only with permission of instructor. 
Offered in 1980-81 and alternate years. 

CPL 344 Varieties of Marxism 

Prof. Ashby Johnson 

After a brief orientation to philosophical and 
economic background of nineteenth-century 
Europe, the class will read and discuss selections 
from some of the basic writings of Marx and 
Engels. Russian adaptations of Marxist theory 
will be examined through the writings of Lenin, 
Trotsky, Stalin, and Djilas. There will be consid- 
eration of Chinese, Latin American, and Euro- 
pean interpretations of Marxism. Evaluation will 
be based upon participation in class discussion, 
contribution made through seminar reports, 
one major paper, mid-term and final examina- 
tions. Students entering this class should have 
some background in philosophy, economics or 
political theory. 

LPL 345 Symbolic Logic Prof. Peter Pav 

Appropriate for philosophy, mathematics, sci- 

ence, and social science, this course does not 
use logic as an inferential tool, but treats it as an 
object of study. Several variant forms of propo- 
sitional and predicate logic will be axiomatically 
developed and analyzed, with emphasis on 
formal properties: derivability, completeness, 
analyticity, categoricity, consistency. A theore- 
tically-oriented sequel to Logic and Language, 
LPL 110. Prospective students without an equiv- 
alent background should consult instructor 
about the possibility of beginning directly with 
Symbolic Logic. Text: Copi's Symbolic Logic. 
Evaluation is based on frequent homework exer- 
cises, and three examinations (open-book or 
take home). Offered in 1980-81, then in alter- 
nate years. 

LPL 346 The Scientific Revolution 

Prof. Peter Pav 

Suitable for students of philosophy, science, and 
history. Studies the Scientific Revolution as an 
important transvaluation of modern Western 
society. Considers three traditions; 1 — Organic, 
2 — Magical, 3 — Mechanistic (main emphasis). 
Some initial lectures, then student-led seminars 
on Copernicus, Kepler, Galileo, Bacon, Boyle, 
Descartes, and Newton. Ends with philosophical 
and historical generalizations about the Scien- 
tific Revolution. Required texts are Hugh K. 
Kearney's Science and Change and Origins of 
the Scientific Revolution. Evaluation: Class pres- 
entations and participation, term-paper, two 
exams (one take-home, one in-class). Offered in 

LPL 360 Philosophy of Science 

Prof. Peter Pav 

This course will cover three topics. The first two 
involve philosophical problems in science: (A) 
Explanation. What is a scientific explanation? 
Our class discussions will emphasize a recent 
controversy on this topic. Basically between a 
formal, logical analysis of explanation, and an 
informal, heuristic approach. (B) Laws and 
theories. What is scientific law? A theory? How 
are they generated? How deposed? We will 
study several analyses, with frequent use of 
examples from the history of science. The third 
topic is not within science, but concerns philo- 
sophical problems relevant to science: (C) 
Determinism, free will, and intelligence. The 
basic text is J. J. C. Smart's Between Science and 
Philosophy. Many other specific collateral read- 
ings will be suggested. Evaluation will be based 
on class work (presentation and discussion), a 
take-home examination, and a term paper. 
Some scientific or philosophical background 
would be helpful. Offered in 1980-81 and alter- 
nate years. 

LVS 304 Science, Technology, and Human 
Values Prof. Peter Pav 

A historical and philosophical analysis of the 
nature of science and its relation to human value 
systems. Organized around the audio-visual 
series Science and Society and Living with Tech- 
nology, this course considers both specific con- 
temporary issues and general questions about 
science and society. Most seminars will be stu- 
dent-led. Text: David E. Newton's Science and 
Society. Evaluation will be based on presenta- 
tions, participation, one in-class examination 
and a term paper. Not offered 1979-80. 

LVS 308 Experience, Values, and 

Criticism Prof. Keith Irwin 

Any act of critical judgment involves ordering 
our experiences according to some values. 
Whether it be a movie, a TV show, music, art, 
poetry, novel, or play, some criteria of a value 
kind are involved when we say, "I like this better 
than that." This colloquium will explore our 
criticisms of esthetic experience in the light of 
some of today's theories of value for doing so. 
McLuhan, Sontag, Langer, Hauser, Fielder, 
Brooks, Sartre and others, representing a range 
from Freudian, Marxist, Existentialist, to Chris- 
tian theories will be considered. Students will be 
expected to participate in discussions and will 
submit critical statements of a formal kind on 
works in at least two of the media named above. 
Evaluation will be based on these two types of 
colloquium participation. 


BPE 121 Principles of Physical Education 

Prof. James Harley 

This project deals with historical, philosophical 
and scientific foundations of physical education; 
includes the desired aims and objectives of 
physical education as a career; and introduces 
administration and curriculum. Students will 
spend a minimum of 20 contact hours in one of 
the St. Petersburg schools in a pre-internship 
program. This will be a cooperative effort with 
public school teachers, to help determine if the 
student is truly a prospective physical education 
teacher. Evaluation will be based upon a term 
paper and a final exam. A personal interview is 
the only prerequisite. Open to upperclass stu- 

BPE 123 Fitness and Skills 

Prof. James Harley 

This project is a study of the physical fitness 
problem in the United States. Special emphasis 
will be on actual fitness training programs. The 
project will introduce as many skills to the stu- 

dents as time permits, in order to promote a life- 
time of physical activity through at least one of 
the skills. Students will participate in a vigorous 
exercise program for the entire year, and must 
perform individual research in one specific area. 
A term paper of high quality is required. Pre- 
requisite: a medical clearance. Open to upper- 
class students. 

BPE 212 Kinesiology * 

Prof. Mary Ann Ciacchino 

Kinesiology is assuming more importance for 
athletes and physical educators. A knowledge of 
body mechanics and of the muscular system 
helps us to understand muscle groups and their 
interrelationships. Many parts of the body are 
used daily whether we plan to use them or not; 
other parts become excess matter to be shuffled 
around with as little effort as possible. We main- 
tain what we use and we lose what we fail to use. 
A program of daily use and a basic understand- 
ing of anatomy, physiology, and psychology is 
important. To prescribe exercise one must 
understand bone, ligament, and muscle rela- 
tionships, and the physical laws which influence 
body movement: leverage, angle of pull, motion 
gravity and balance. Texts are: Clem Thompson, 
Manual of Kinesiology; K. F. Wells, Kinesiology; 
and M. G. Scott, Kinesiology and Body Mechan- 
ics. Evaluation will be based on a term paper, 
analysis of motions, laboratory assignments, and 
daily quizzes. 

BPE 321 Coaching Techniques 11: Theory, 
Problems and Organization in the 
Coaching of Athletics Prof. John Mayotte 

This course will focus on the role of the Athletic 
Coach in a changing society, it will deal with the 
numerous social-psychological problems inher- 
ent in coaching today, analysis of view of the 
role of sports and the Coach and the develop- 
ment of your own philosophy of coaching. In 
addition, this course will analyze the organiza- 
tion and development of the sports program at 
levels varying from youth leagues to collegiate 
athletics. The study of teaching styles and re- 
search into coaching effectiveness will assist in 
the development and expansion of the individ- 
ual's coaching philosophy. Texts are Thomas 
Tutko, Winning Isn't Everything and Other 
American Myths; Jack Scott, The Athletic Revo- 
lution; Daryl Siedentop, Developing Teaching 
Skills in Physical Education. Evaluation will be 
based on class participation, research summaries 
and reports, quizzes and a final examination, 
and a major project. 

The following activities do not carry course 

Red Cross Advanced First Aid and Emergency 

This 40-hour course consists of the philosophy 
behind first aid; wounds, specific injuries, and 
shock; respiratory emergencies, drowning, and 
resuscitation; poisoning, drugs and drug abuse; 
burn and exposure to radiation, heat and cold; 
bone and joint injuries, immobilization and 
splinting; dressing and bandages; sudden illness 
and emergency childbirth; extrication and emer- 
gency rescue and transfer. 

Red Cross Beginning Swimming 

This 12-hour course consists of some reading 
and much practical work on basic swimming 
strokes and skills. Students who make sufficient 
progress may go on to take Red Cross Advanced 
Beginner in the same module and thus earn two 
certificates from Red Cross. Text: SWIMMING 
AND WATER SAFETY, Red Cross. Evaluation: 
performance of swimming strokes and skills. 

Red Cross Water Safety Instructor 

This recently revised (1973) 30-hour W.S.I, 
course consists of the methodology of teaching 
Swimming and Water Safety and Lifesaving and 
the practical work of composing lesson plans 
and doing practice teaching. Its completion cer- 
tificate authorizes one to teach any of a number 
of Red Cross courses, including Advanced Life- 
saving, and is a prerequisite for the jobs of camp 
waterfront counselor or aquatic director and 
lifeguard at many municipal pools. Text: SWIM- 
WATER SAFETY, and the concomitant instructor 
manuals. Red Cross. Required: set of masks, fins, 
and snorkel. Evaluation: quizzes, lesson plans, 
practice teaching demonstrations, and a written 
final examination. Prerequisite: Advanced Life- 
saving certificate and Swimmer certificate or the 
passing of an equivalency test. 

Red Cross Advanced Lifesaving 

This 26-hour course consists of practical work 
and also some reading and lectures on: personal 
safety and self rescue; swimming rescues, de- 
fenses, releases and escapes; search and rescue; 
special rescue and removal techniques and first 
aid; beach and surf rescue and lifeguarding; 
small craft safety. It is the revised (1973) course 
that replaced Senior Lifesaving, and the certifi- 
cate it carries is the only prerequisite for some 
lifeguarding jobs and is one of the prerequisites 
for the revised W.S.I, course. Text: LIFESAVING: 
quired: set of mask, fins, and snorkel. Evalua- 
tion: quizzes and demonstrated skills; written 
and skill final examinations. Prerequisite: good 
swimming endurance (500 yards continuously); 
marked ability in swimming strokes and related 
skills as evidenced by passing an admissions test. 

Red Cross Intermediate and Swimmer Courses 

This 12-hour course is for students who already 
have fair to good proficiency in swimming, but 
who want to increase their endurance and ver- 
satility and perfect the additional strokes and 
skills that will make them all-round swimmers. 
Successful completion of the Intermediate or 
the Swimmer part of this course meets the 
swimming requirements for Advanced Life- 
saving or for Water Safety Instructor, respective- 
ly. Those entering with skills at the Beginner 
Swimming level will probably finish having 
progressed through the Advanced Beginner and 
Intermediate levels. Text: SWIMMING AND 
WATER SAFETY, Red Cross. Evaluation: per- 
formance of swimming strokes and skills. Pre- 
requisite: swimming ability equivalent to having 
passed at least the Red Cross Beginner Course. 

Beginning Tennis 

This course is designed to give the student an 
introduction to the game of tennis and to help 
him develop the basic skills of the game. The 
text Tennis, by Johnson and Xanthas, will be 
used. Evaluation will be based on written, skills, 
and form examinations. 

Advanced Tennis 

This course is designed for students who wish to 
continue studying tennis beyond the beginning 
level. Evaluation will be based on written, skills, 
and form examinations. Prerequisite is Begin- 
ning Tennis or the equivalent. 


For the B.A. degree, students majoring in phys- 
ics normally take the following courses: Funda- 
mental Physics I, II, and III, Electronics, Classical 
Mechanics, Electricity and Magnetism, Quan- 
tum Physics I, Calculus I, II, III. For the B.S. 
degree, additional courses normally included 
are Quantum Physics II and selected advanced 
mathematics courses, along with Senior Thesis, 
and Concepts in Chemistry I and II. Students 
may arrange independent or directed study 
courses in advanced subjects to suit their needs. 

NPH 141 Fundamental Physics I 

Prof. Harry Ellis 

The aim of physics is to understand the nature of 
the physical world, particularly the particle and 
wave phenomena which arise for the inertial 
and electrical properties of matter. The three- 
course sequence. Fundamental Physics I, II and 
III, presents a contemporary view of the con- 
cepts, principles, and theories which express this 
understanding in a basic and elementary form. 
Course content is presented by means of de- 
scriptive and quantitative textbook material, 

appropriate laboratory exercises, and synthe- 
sizing lectures and discussions. Required read- 
ing is restricted to a text such as Halliday and 
Resnick, Fundamentals of Physics. Evaluation is 
based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Fundamental Physics I deals principally 
with particle motions, elastic waves, and heat 
and thermodynamics. Prerequisite: Pre-Calculus 
Skills: NCM 112 or its equivalent. 

NPH 142 Fundamental Physics 11 

Prof. Wilbur Block 

This second course of the elementary physics 
sequence deals with the phenomena of electric- 
ity and magnetism, elastic waves, electromag- 
netic waves and optics. The same text is used as 
in the first course. Evaluation will be the same as 
in the first course. Prerequisites: Fundamental 
Physics I (NPH 141) or consent of the instructor. 

NPH 241 Fundamental Physics ill 

Prof. Harry Ellis 

This course is an optional continuation of the 
elementary physics sequence. It deals with 
atomic and nuclear phenomena and with special 
relativity. A basic text such as Wiedner and Sells, 
Elementary Modern Physics, is used. Evaluation 
is based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Prerequisite: Fundamental Physics II 
(NPH 241) or consent of the instructor. 

The next four courses. Classical Mechanics, Elec- 
tricity and Magnetism, Quantum Physics I and II, 
will be offered as Directed Studies unless there 
is sufficient enrollment. 

NPH 341 Classical Mechanics 

Prof. Irving Foster 

This intermediate course includes a study of the 
dynamics of particles and systems of particles 
and rigid bodies, an introduction to elastic 
media and elastic waves, and the treatment of 
the Lagrangian and Hamiltonian formulations of 
dynamics. Work is based on a text, with supple- 
mentary readings as appropriate to the needs of 
the student. A set of problems and a final exam 
are used for evaluation. Prerequisites: Funda- 
mental Physics II (NPH 142) and Differential 
Equations (NMA 234), or consent of the instruc- 

NPH 342 Electricity and Magnetism 

Prof. Harry Ellis 

Emphasis is placed on the fundamental role of 
Maxwell's equations in the study of electric and 
magnetic fields and of AC and DC circuits. Elec- 
tromagnetic wave theory is introduced. Work is 
based on a text, and on supplementary readings 

as the student requires. A set of problems and 
a final exam are used for evaluation. Prerequi- 
sites: Fundamental Physics II (NPH 142) and Dif- 
ferential Equations (NMA 234), or consent of the 

NPH 443 Quantum Physics 1 Staff 

Prof. Harry Ellis 

Experimental results leading to the formulation 
of modern quantum theory will be studied. The 
Schroedinger wave equation will be used to 
solve physical problems treating a variety of 
one-dimensional potential functions, with 
special attention to the comparison of classical 
and quantum results. Text to be announced; 
some audio-visuals. Evaluation will be based on 
solutions to assigned problems and written 
examinations. Prerequisite: consent of instruc- 

NPH 444 Quantum Physics 11 

Prof. Harry Ellis 

This is a continuation of Quantum Physics I. The 
three-dimensional wave equation is studied 
with particular application to hydrogenic atoms. 
Identical particles are introduced with emphasis 
on low-energy scattering. Text to be announced. 
Evaluation will be based on solutions to assigned 
problems and written examinations. Prerequi- 
site: Quantum Physics I (NPH 443) or consent of 
the instructor. 

NPH 499 Independent Research — Thesis 


Outstanding students majoring in physics nor- 
mally are invited to engage in active research 
and to prepare a thesis in lieu of Senior compre- 
hensive examinations. Apparatus is available for 
research in low-energy ionic-atomic scattering, 
the primary current research interest of the 
physics staff. Additional equipment is available 
for studies in x-ray crystallography, and high 
vacuum techniques. Designed primarily for 
thesis students, this course is available to others 
by special permission of the staff. Evaluation is 
based on the presentation and oral defense of. 
the thesis. 

NCM 150 (Directed Study) The Universe 

Prof. Irving Foster 

How man perceives himself in any age is at least 
partially determined by how he perceives the 
physical universe of which he is a part, in the 
20th century no less than in the past. This de- 
scriptive course deals with our present astro- 
nomical models. It begins with an overall view of 
the structure of the universe followed by a more 
detailed study of the solar system and of stars 
and star systems. It concludes with a historical 
review of cosmological theories from ancient 

times to the present. Required reading includes 
three paperback texts and any supplementary 
works the student may need to aid his under- 
standing. Evaluation is based on six short papers 
and either a final research paper or an exam. 

NCM 151 (Directed Study) 

The World of Life Prof. Irving Foster 

This course stresses both the antiquity and the 
diversity of life on earth. It begins with the ques- 
tion of how life came to be and how it evolved 
into today's myriad forms. It then turns away 
from the study of the individual or species to life 
as it is lived in communities, in most of which 
man plays a part. Students read four paperback 
books and any supplementary material they may 
individually need or want. Evaluation is based on 
six short papers and either a research paper or 
a final exam. 

NCM 204 Electronics 
NCM 252 (Directed Study) 

Prof. Wilbur Block 

Starting with first principles of electronic circuit 
theory, the basic operation of electronic circuits 
and instruments is studied. Course philosophy is 
to impart to the interested student sufficient 
knowledge of electronics to enable him to utilize 
modern electronic techniques and instrumenta- 
tion. Course content consists of an intermix of 
lectures and laboratory exercises based on a text 
and lab manual, to be determined. Evaluation is 
based on a lab notebook, assigned problems, 
and quizzes. Not offered in 1979-80. 

NCM 205 Astronomy 1980 

Prof. Wilbur Block 

Astronomy includes the study of the solar sys- 
tem and its origin, the stars and their evolution, 
and the structure and origin of the universe of 
galaxies. Also studied are the principles of astro- 
nomical measurement. Constellations are iden- 
tified. The moon, planets, and stars are observed 
telescopically where possible. Man's relation- 
ship to the universe is considered. Course con- 
tent includes lectures and readings from a text 
such as Jastrow and Thompson, Astronomy: 
Fundamentals and Frontiers. Observation ses- 
sions will be arranged. Evaluation will be based 
on participation, solutions to assigned problems, 
and exercises and written examinations. 

NCM 250 (Directed Study) A History of 
Scientific Ideas Prof. Irving Foster 

As a contributor to man's cosmic outlook and 
increasingly as a source of ideas which provide 
the basis of our technological civilization, sci- 
ence is a vital force in Western society. While 
gadgets and devices capture public attention. 

the importance of science is in its ideas, whether 
associated with the physical or biological sci- 
ences. The rise and fall of these ideas from 1500 
A.D. to the present is the concern of this course. 
The basic text is Gillispie's The Edge of Objec- 
tivity, with three short paperbacks as supple- 
mentary reading. Evaluation is based on three 
short papers and one final research paper. 

NCM 251 (Directed Study) The Futures of 
Man: Worlds of Science Fiction 

Prof. Irving Foster 

A hallmark of modern science fiction is its con- 
cern with the future of man, the extrapolation of 
our present world into a future which may be 
pleasant, but is usually forbidding. Science, as 
science, plays a less dominant role than it once 
did, serving often only as a key to those futures 
in which cultural, societal, even theological con- 
cerns are more important. This course is di- 
rected toward the study of such works of science 
fiction. Required reading includes Sullivan's As 
Tomorrow Becomes Today, a modern critical 
work, and a minimum of 5000 pages of classic 
and modern science fiction. Evaluation is based 
on four short papers and a final research paper 
on the "future of man" theme. 

NVS 481 hiuman Nature and Human Values 

Prof. Irving Foster 

Scientific discoveries since 1500 have radically 
altered man's view of himself and his relation- 
ship to the universe. This course will explore the 
questions, "Are modern scientific views of the 
nature of man compatible with the traditional 
Judeo-Christian value system? Are modern 
scientific views of man responsible for the 
apparent shift away from our traditional sys- 
tem?" Readings will be chosen from the works 
of such scientists as Bronowski, Schrodinger, 
Dubos, Skinner, Medawar, Jastrow, Eiseley, 
Ardrey, Lorenz, Darwin, Teilhard de Chardin 
and Huxley. Additional reading on the Western 
value systems stemming from Judeo-Christian 
teachings will be included. These will be ori- 
ented toward ethical rather than theological 
matters although the latter may not be totally 
absent. Evaluation is based on student perform- 
ance in presenting material and leading discus- 
sions, on two short papers and on a final long 
research paper. The only prerequisite is eligi- 
bility to elect values sequence colloquia. 


Students majoring in political science will affili- 
ate with either the Letters or the Behavioral 
Science Collegium. Both require the comple- 
tion of Introduction to Comparative and Inter- 

national Politics, National Government and 
Politics in the United States, and six additional 
political science courses of the student's own 
choosing, including at least one from each 
member of the political science faculty. Students 
are encouraged to select appropriate courses 
supporting their studies from related disciplines. 
Students majoring through the Behavioral Sci- 
ence Collegium are also required to complete 
Statistical Methods. 

BPO 115 (Modes of Learning) 
Introduction to Comparative and 
International Politics Prof. Claud Sutcliffe 

This course is designed as an introduction to the 
study of comparative and international politics. 
First, we will compare England, the Soviet 
Union, China, Mexico, and Tanzania, to see 
which structures perform which functions in 
each of these societies. Then we will analyze the 
emerging world system (with its interrelated 
poverty, population, and energy problems) and 
do a simulation of the impending world food 
crisis. Finally, we will discuss a proposal for a 
new international order. Readings will include 
Almond's Comparative Politics Today, Mesaro- 
vic and Pestel's Mankind at the Turning Point, 
and Tinbergen's RIO: Reshaping the Interna- 
tional Order, as well as articles in journals, news- 
magazines, and newspapers. Evaluation will be 
based on class participation, two examinations 
(or alternative work, e.g., a computer assign- 
ment), a 10-page paper (testing hypotheses 
about the future of England, the Soviet Union, 
China, Mexico or Tanzania), and a take-home 
final (designed to integrate the themes of the 
course for you). 

BP1 118 (Modes of Learning) Introduction 
to Political Behavior Prof. Anne Murphy 

Individuals, groups and processes are often 
deliberately "political," affected by the political 
system and/or influence politics unintentional- 
ly. This introductory course in political science 
focuses on the linkage between the individual, 
his/her daily concerns, and the political systems 
in which we live. Some topics include: opinion 
formation, political socialization, group behav- 
ior, patterns of influence, elite studies, voting 
behavior, and political communication. Texts 
will be Reynolds, Politics and the Common Man 
and Dahl, Modern Political Analysis. Evaluation 
will be based on class participation, three short 
papers (2-3 pages), three quizzes, and a final 

LPO 121 National Government and Politics 
in the United States Prof. Felix Rackow 

This course deals with the principles and prac- 
tices of our system of government at the national 

level. It will examine such areas as the principles ' 
and development of the Constitution; the essen- 
tial features, consequences, and implications of ' 
federalism; the nature, methods, and functions 
of political parties and pressure groups; the 
national political conventions and primaries; ; 
electoral problems and reform; voting behav- 
ior; the establishment and growth, functions, 
the powers of the presidency; strong and weak 
presidents; the legislative process; the judicial 
process; and problems of civil liberty. Evaluation 
based on two hour exams, a final exam, and class 
participation. ,j 

LPO 221 Civil Liberties Prof. Felix Rackow j 

The purpose of this course is to analyze and dis- 
cuss recent problems in civil liberty. These prob- 
lems usually boil down to an examination of the 
age-old problem of "liberty versus authority." In 
other words (1) how far can the liberty of an | 
individual be limited in order to protect the ! 
liberty of other individuals, and (2) how far can 
the liberty of individuals be limited in order that 
the group will be protected? This course will 
examine the interplay of politics, social and 
economic conditions, and the law in such prob- 
lems as free speech, religion, racial discrimina- 
tion, loyalty, immigration, and fair governmental 
procedure. Evaluation will be based on a mid- 
term, final examination, term paper, and class 
participation. Offered in 1980-81. 

BPO 246 Varieties of Political Theory 

Prof. Anne Murphy 

From moral philosophy through ideology to 
empirical theory, thinkers and activists have 
tried to understand political systems and politi- 
cal behavior. Contemporary political research 
rests on assumptions just as surely as Augustine's 
"City of God" is based on a point of view. This 
course will alert the student to the classic and 
contemporary thinkers who try to make sense of 
social policy and decision making. Text: Bluhm, 
Theories of the Political System. Evaluation will 
be based on class participation, tests, and several 
major papers based on either a key theorist or 
classic problems. Prerequisite: at least Sopho- 
more standing. Offered in 1979-80, then in alter- 
nate years. 

LPO 321 Constitutional Law I 

Prof. Felix Rackow 

This course examines those portions of the 
United States Constitution that deal with gov- 
ernmental structure, relationships, and power, 
including judicial review, separation of power, 
federalism and selected powers of the national 
government. The approach utilized will be the 
study of cases. Students will read opinions of the 
Supreme Court; these will be discussed in class 

for analysis and trends. Midterm and final exam- 
inations are combinations of closed-book tests 
done in class and open-book tests done outside 
of class. Class participation expected. May be 
taken independently of Constitutional Law II. 
Offered in 1980-81. 

LPO 322 Constitutional Law II 

Prof. Felix Rackow 

This course examines those portions of the 
United States Constitution that deal with rela- 
tions between the individual and the govern- 
ment, primarily those relations cited specifically 
under the Bill of Rights and the Fourteenth 
Amendment. The approach utilized will be the 
study of cases. Students will read opinions of 
the Supreme Court; these will be discussed in 
class for analysis and trends. Midterm and final 
examinations are combinations of closed-book 
tests done in class and open-book tests done 
outside of class. Class participation is expected. 
Constitutional Law 1 is not a prerequisite. 

BPO 342 International Politics and 

World Order Prof. Claud Sutdiffe 

This course is designed as an introduction to 
international politics and world order. We will 
begin by comparing two approaches to interna- 
tional politics: micropolitics (focusing on the 
nation-state) and macropolitics (focusing on the 
world as a system). Then we will discuss a pro- 
posal for a new world order designed to minim- 
ize large-scale collective violence, maximize 
social and economic well-being, realize funda- 
mental human rights and conditions of political 
justice, and rehabilitate and maintain environ- 
mental quality. Readings will include Sterling's 
Macropolitics: International Relations in a 
Global Society, Falk's A Study of Future Worlds, 
as well as articles in journals, news-magazines, 
and newspapers. Evaluation will be based on 
class participation and two papers (one compar- 
ing the relative usefulness of the two approach- 
es; one critiquing Falk's proposal for world 
order and/or making a proposal of your own). 

LPO 323 The American Presidency 

Prof. Felix Rackow 

This course considers the American presidency 
as a political and constitutional office: its growth 
and development from Washington to Carter. It 
will consider such topics as the selection of the 
president as well as the president's role in 
formulating and conducting foreign policy; 
treaties and executive agreements; the presi- 
dent as Commander-in-Chief and as protector 
of the peace; his relation to Congress and his 
party. Evaluation will be based on a midterm, 
final exam, term paper, and class participation. 

BPO 341 Politics of Underdevelopment 

Prof. Claud Sutdiffe 

This course is designed as an introduction to the 
politics of underdevelopment in Asia, Africa and 
Latin America, focusing on the causes and con- 
sequences of poverty. We will compare liberal 
and radical theories of development, do a case 
study of the world food crisis, try to come up 
with a balanced view of underdevelopment, and 
discuss its implications for U.S. foreign policy. 
Readings will include Palmer's Dilemmas of 
Development, Galtung's "Structural Theory of 
Imperialism," Lappe and Collin's Food First: 
Beyond the Myth of Scarcity, and Gamer's The 
Developing Nations. Evaluation will be based on 
class participation and two papers (one using the 
data in Lappe and Collins to test the relative 
merits of the liberal and radical theories of 
development; one giving your proposals for 
what should be done about underdevelopment 
and your analysis of what will be done.) 

BPO 344 U.S. Congress 

Prof. Anne Murphy 

Representative government focuses on legisla- 
tive politics. Democratic theory or practical 
politics can be better understood by careful 
study of the U.S. Congress. Political behavior, 
election campaigns, law making, lobbying and 
constituency opinion will be examined. Texts: 
Congressional Quarterly, Weekly Report and 
Van der Silk, American Legislative Process. Eval- 
uation is based on class participation, evidence 
of outside reading, tests and short papers. Pre- 
requisite: U.S. National Government or The 
American Presidency. Offered in 1979-80, then 
in alternate years. 

BPO 345 Grass Roots Politics 

Prof. Anne Murphy 

Elections as they affect Precinct 63-A, St. Peters- 
burg, Pinellas County, Congressional District #6, 
Florida, provide the subject of this course. Each 
student chooses a candidate, a party, or an issue, 
and follows through until election night. The last 
portion of the semester will provide background 
for understanding the outcome. Requirements 
include reading, research, speaking, canvassing, 
organizing, and reporting to class. Evaluation is 
based on 1) a brief paper early in the module 
explaining the student's choice of activity and 
proposed program, 2) an analytic report describ- 
ing the student's own involvement and explain- 
ing the outcome, and 3) a final exam based on 
reading to be assigned during the second half of 
the course. Not offered in 1979-80. 

BPO 346 Political Parties in the U.S. 

Prof. Anne Murphy 

Parties still provide a visible link betv^^een indi- 
vidual citizens and public policy. We will exam- 
ine theories of development, structure, practice 
and changing coalitions of American political 
parties at the national, state and county level. 
Texts will be Sorauf, Party Politics in America 
and Freeman & Gattin, Political Parties and Polit- 
ical Behavior. Evaluation will be on the basis of 
class participation, tests, short papers, and evi- 
dence of outside reading. Students should have 
several courses in U.S. government, history and 
social organization before taking this course. 
Offered in 1979-80, then in alternate years. 

BPO 348 Urban Political Systems 

Prof. Anne Murphy 

Is a city a place to live? A community? A state of 
mind? A jungle? How are the decisions made 
that enhance or destroy the quality of life in 
densely populated areas? Forms of city govern- 
ment, power structure analysis (political 
process), and intergovernmental relations will 
be the focus of this course. Reports on outside 
reading, class participation, quizzes, short 
papers, and an exam will be the basis for evalua- 
tion. Prerequisite is at least Sophomore status, 
and at least two courses in related areas. Not 
offered in 1979-80. 

BPO 445 American Foreign Policy 
Formation Prof. Anne Murphy 

This course examines the agencies and proce- 
dures for formulating and administering United 
States foreign policy. The prerequisites are at 
least two courses in U.S. government, politics, 
or history. Evaluation will be based on classroom 
participation, reports, reading, quizzes, and a 
term paper. Offered in 1980-81, then in alternate 

BPO 446 Electoral Behavior 

Prof. Anne Murphy 

This course surveys the research and analysis of 
electoral politics in the United States since 1945. 
Most of the available material focuses on Presi- 
dential elections, but students will be expected 
to apply the classical findings to sub-national 
elections as well — Congressional districts and 
city or county referendum returns. In addition 
to reading widely in the literature (The Ameri- 
can Voter, Elections and the Political Order. 
Where Have All The Voters Gone? and contem- 
porary journal articles), each student will ana- 
lyze a set of election returns by correlating pre- 
cinct votes and census data. Bases of evaluation 
will include an examination over required read- 
ing and a written analysis of a set of election 

data. Two or three courses in politics, sociology, 
or social psychology are prerequisite. Offered 
in 1979-80, then in alternate years. 

LVS 302 Justice, Law and Community 

Prof. Felix Rackow, Staff 

All persons living in social groups, whether the 
state, the city, or the family, are faced with the 
necessity of understanding "community" and 
the interrelationships of "law" and "justice." 
The purpose of this colloquium is to explore the 
nature of law, its purposes, the means necessary 
to effectuate those purposes, the limits of the 
law's efficacy, the relation of law to justice and 
morality, and the modes by which law changes 
and grows historically in different communities. 
Evaluation will be based on a midterm, final 
examination, term paper, and class participation. 

BVS 383 National Policy Making: ''W and 
"Ought" Prof. Anne Murphy 

The policy-making process is always political, 
whether it is in the public sector or the private 
sector. It also poses questions of value choices. 
This course will examine the policy-cycle and 
the value implications of identifying alternatives, 
choosing, funding, implementing, revising. 
Then the case of U.S. health policy will be exam- 
ined as a specific subject. Texts include Lind- 
blom. The Policy-Making Process, and American 
Academy of Arts and Sciences, Doing Better 
and Feeling Worse. Evaluation will be based on 
class participation, evidence of outside reading, 
a mid-semester test and a term paper. 

BVS 466 Politics in 'Tost-lndustrial'' 
Societies Prof. Claud SutcUffe 

What are the main characteristics of the kind of 
society you would like to live in? What do you 
think the main characteristics of the typical 
"post-industrial" society of 2028 will be? Do you 
think you will like the politics of that society? If 
not, why not? What can you do to make that 
society more like the kind of society you want to 
live in? This colloquium will start with these 
questions. Where it goes is up to you. Readings 
that would be helpful include Bell's The Coming 
of Post-Industrial Society (vs. Heisler's Politics 
in Europe or Lindberg's Politics and the Future 
of Industrial Society), Kahn's The Next 200 Years 
(vs. Mesarovic and Pestel's Mankind at the Turn- 
ing Point), and Rouder's American Politics: Play- 
ing the Game (vs. Alinsky's Rules for Radicals or 
the Simple Living Collective's Taking Charge). 
Evaluation will be based on seminar participa- 
tion and two or more papers (topics to be 
decided by members of the seminar). A course 
in American or Comparative Politics, or Modern 
European History, or consent of the instructor 
is prerequisite. 


All students majoring in psychology will com- 
plete a common core of five basic courses: 
Introduction to Psychology, Statistical Methods, 
Fundamentals of Psychological Research, Per- 
sonality Theory, and Learning and Cognition. In 
addition, students will elect two courses from 
each of the two area categories listed below, 
making a total of four elective courses. The psy- 
chology major thus requires nine courses, five of 
which are required of all students and four of 
which are elective. Introductory psychology is 
normally taken in the Freshman year. Statistical 
Methods and Fundamentals of Psychological 
Research in the Sophomore year, and Learning 
and Cognition and Personality Theory in the 
junior year. Area 1 — Experimental Psychology: 
Developmental Psychology, Social Psychology, 
Biopsychology, History and Systems of Psychology, 
Research Seminar in Social Psychology. Area 2 — 
Applied Psychology: Behavior Disorders, Intro- 
duction to Clinical and Counseling Psychology, 
Psychometric Theory, Behavior Modification, 
Group Dynamics, Gestalt Theory and Practice, 
Theory and Practice of Child Therapy, Practicum 
in Peer Counseling. For students entering Eckerd 
College prior to September 1977, the major 
requirements are: Introduction to Psychology, 
Statistics, Fundamentals of Psychological Re- 
search and five other courses of their choice. 

BPS 112 (Modes of Learning) 
Introduction to Psychology 

Profs. Ted Dembroski, James MacDougall 

This course serves as an introduction to the 
scientific study of psychological processes and 
behavior. Such methods as experimentation, 
correlation, and observation will be covered 
with an eye to demonstrating how psychological 
knowledge is acquired and utilized. A number 
of theoretical approaches to human and animal 
behavior will be explored along with the 
research on which the theories are based. Topics 
include learning and cognition, biopsychology, 
motivation, human development and person- 
ality, abnormal behavior, and social processes. 
One text will be required. Evaluation will be 
based upon three examinations given in class. 
Early completion of this course is required for 
those who wish to concentrate in psychology or 
to be certified in education. 

BPS 201 Experimental Psychology 

Prof. James MacDougall 

This course will introduce the student to the 
nature of research and experimentation in psy- 
chology. Starting with the basic understanding 
of research methodology, the topics of formula- 
tion of hypotheses, design of experiments. 

execution of experiments, analysis of data, and 
communication of results to co-workers in the 
field will be included. All phases of experimen- 
tation will be covered, including observational 
techniques and correlational and laboratory 
methods. Text to be chosen. Evaluation will be 
based on quality of several one-hour quizzes, a 
laboratory notebook, and a formal research or 
library review paper. Prerequisites: Introductory 
Psychology and a course in statistics. 

APS/AHR 202 Adolescent Psychology 

For description see AHR/APS 202 under Human 

BPS 205 Learning and Cognition 

Prof. James MacDougall 

This course will focus both on the basic princi- 
ples of animal and human learning and on 
higher level cognitive activities including think- 
ing and creativity. Insofar as those processes are 
basic to theory and research in all other areas of 
psychology and education, this course is appro- 
priate for students in many areas besides psy- 
chology. Evaluation will be based on several in- 
class examinations. Prerequisite: Introductory 

APS/AED 207 Group Dynamics 

Prof. Paul Herman 

For description see AED/APS 207 under EDU- 

BCM 260 Statistical Methods 


This course introduces the principles of descrip- 
tive and inferential statistics. It has two funda- 
mental goals: (a) to develop in each student an 
intuitive understanding of basic statistical princi- 
ples and (b) to teach each student how to apply 
statistical principles and techniques to real life 
situations in a reasoned and relatively sophisti- 
cated fashion. One text will be required. Evalua- 
tion will be based on weekly quizzes and home- 
work. No mathematical preparation beyond 
algebra is assumed. Prerequisite is a behavioral 
science modes of learning course or Sopho- 
more, Junior, or Senior status. This course (or its 
equivalent) is required for all students with con- 
centrations in the behavioral sciences. 

BPS 300 Developmental Psychology 

Prof. Ted Dembroski 

This course covers past and present concepts, 
theories, and research in developmental psy- 
chology. Examples of topics receiving attention 
include early experience, intellectual develop- 
ment, social learning, behavioral modification, 
achievement, and morality. A variety of methods 

(observational, correlational, and experimental) 
will be examined in studying the development 
of both human and non-human organisms from 
conception to death. A text and book of read- 
ings are required. Two or three examinations 
and class participation serve as bases for evalua- 
tion. Prerequisite: Introduction to Psychology. 

APS 302 Gestalt Theory and Practice 

Prof. Thomas West 

Gestalt work is one of the foundation stones in 
the human potential movement lending itself 
well to therapy, personal growth, education, 
specialized counseling, and self-awareness. It 
developed from an integration of Gestalt psy- 
chology, existentialism, psychoanalysis, client- 
centered therapy, and body psychology. It deals 
with the individual as a whole, in a here-now, I- 
thou relationship. This experience will expose 
the student to the theoretical framework of 
Gestalt and how it is applied in education, 
therapy and personal growth. Evaluation will be 
based on a term project, a group demonstration, 
a midterm, and a final examination. Prerequisite: 
Introduction to Psychology, or permission of the 
instructor. Offered in 1979-80, then in alternate 

BPS 302 Social Psychology 

Prof. Ted Dembroski 

This course will cover past and present concepts, 
theories, and research in social psychology. 
Emphasis will be placed on methodology, espe- 
cially the experimental approach to understand- 
ing the social forces which affect individual 
beliefs, emotions, and behavior. Examples of 
topics planned for inclusion include social influ- 
ence, attitudes, persuasion, social affiliation, 
leadership, and prejudice. Special attention will 
be devoted to natural setting field research. A 
text, a book of readings, and selected journal 
articles are required reading. Evaluation will be 
based on two or three examinations and class 
participation. Prerequisites: Introduction to 
Psychology and a course in statistical methods. 

BPS/AHR 304 Drugs and Behavior 

Prof. Sal Capobianco 

This course will explore the effects of psycho- 
active drugs on individual behavior in contem- 
porary society. Since the course assumes little or 
no formal biological training, it will be oriented 
towards examining the psychological effects of 
drug action. The course material will deal exten- 
sively with the major drug classifications in the 
following topic areas: therapeutics, street phar- 
macology and abuse and treatment design. 
Since the emphasis is on the application of theo- 
retical concepts, the evaluation will be based on 
a midterm exam, seminar participation, and an 

integrative paper. In addition, each student will 
participate in a community project involving a 
variety of areas such as drug abuse counseling. 
The textbook for course use will be announced. 
Prerequisite is BPS 112 Introduction to Psy- 
chology or AHR 201 Introduction to Human 

BPS 305 Behavior Modification 

Prof. Bart Tebbs 

The purpose of this course is to introduce the 
student to the application of learning principles 
as they are used to modify behavior in applied 
settings, especially as those techniques are used 
in management, teaching, and clinical psychol- 
ogy. A text will be used, supplemented with 
readings in the student's primary area of interest. 
Students will also complete a behavior modifica- 
tion skills training program. Evaluation will be 
based on midterm tests, the development of a 
behavior modification program, and a final 
examination. Prerequisite: Introduction to 

BPS 306 Psychology of Personality 

Prof. Sal Capobianco 

This course is for psychology majors who want 
to study personality in some detail and the stu- 
dent outside of psychology who wants to under- 
stand himself/herself and others in a more 
scientific way. Three avenues to understanding 
personality will be stressed: theory, research, 
and assessment. This course will emphasize both 
theoretical and research problems in personal- 
ity. Students should leave the course with the 
ability to (1) characterize trait and factor, 
psychoanalytic, behavioral, and phenomeno- 
logical theories of personality and (2) describe 
and evaluate important research relevant to 
personality theories and psychological testing. 
Required reading includes a text and selected 
journal articles. Evaluation will be based on two 
or three examinations and class participation. 
Prerequisite: Introduction to Psychology. 

BPS 307 Psychometric Theory 

Prof. Sal Capobianco 

The major purpose of this course is to teach the 
basic principles of psychological assessment, 
including test construction, reliability, validity, 
and utility. In addition, students in the course 
will study the basic psychological and measure- 
ment assumptions underlying such forms of 
assessment as interviews, self-report inventories, 
aptitude tests, projective tests, and behavior 
ratings, and the range of situations in which such 
testing is appropriate. Evaluation will be based 
on several in-class examinations and one or 
more laboratory projects in test construction. 
Prerequisite: Introduction to Psychology, Statis- 

tical Methods, and Personality Theory. Offered 
in 1980-81 and alternate years. 

APS/AHR 308 Introduction to Clinical and 
Counseling Psychology 

For description see AHR/APS 308 under HU- 

APS/AHR 309 Behavioral Disorders 

For description see AHR/APS 309 under HU- 

BPS 309 Biopsychology 

Prof. Sal Capobianco 

This course will be concerned with the study of 
basic neurological and neurophysiological prin- 
ciples and the application of these principles to 
the understanding of such phenomena as in- 
stinct, motivation, perception, learning, and 
higher cognitive processes such as thought and 
language. Text to be announced. Evaluation will 
be based on several in-class examinations and a 
research paper. The content is of intermediate 
difficulty and would be appropriate for Junior 
and Senior students with backgrounds in psy- 
chology or the natural sciences. Not offered in 

APS 401 Child Therapy Prof. Vi Brody 

This course will allow a student to cover the 
theoretical background of child development 
and therapy, to work as a therapist under super- 
vision, and to participate in weekly seminars. 
Three hours weekly for the academic year are 
spent working with a child and in critiques with 
the supervisor. Required reading: White, 
Human infants; Kagan, Personality Develop- 
ment; Bowlby, Attachment; Des Lauriers and 
Carlson, Your Child is Asleep; Des Lauriers, The 
Experience of Reality of Childhood Schizo- 
phrenia. Evaluation will be based on a journal 
and a paper bringing experiences into the 
framework of theory. Prerequisite: Introduction 
to Psychology and permission of instructor. 

BPS 402 Research Seminar in Social 
Psychology Prof. Ted Dembroski 

The purpose of this course is to provide an 
opportunity for students to be exposed to the 
design, conduct, and writing of an original piece 
of research in social psychology. The seminar 
devotes a great deal of attention to generating 
and criticizing research ideas. The major objec- 
tive, however, is to carry through a research 
project from idea inception through sound 
methodology to final publication form. A book 
of readings and numerous journal articles and 
reviews are required reading. Evaluation is 
based on class participation, quality of involve- 

ment in this research project. Prerequisites are 
Introduction to Psychology, Statistics, and Psy- 
chology of Personality or Social Psychology, or 
consent of instructor. 

APS 403 Practicum in Peer Counseling 

Prof. Kirk Stokes 

The purpose of this course is to develop behav- 
ioral competencies in the areas of individual and 
group counseling and testing. Topics to be con- 
sidered will include: developing a contract with 
a client; interviewing techniques; test interpre- 
tation; career counseling; planning a group; 
leadership styles; crisis intervention; referral; 
and evaluation techniques. Students will be 
required to co-lead a number of groups; present 
case conferences; and fulfill assignments on 
topics covered in class. Evaluation data will con- 
sist of client and peer feedback, self evaluation 
and class performance. Prerequisite: Introduc- 
tion to Clinical and Counseling Psychology, 
Group Dynamics, and permission of the instruc- 
tor. The course is limited to six students who are 
Junior or Senior psychology majors. 

BPS 404 History and Systems Staff 

The purpose of this course is to provide the 
advanced psychology student with a synthetic 
overview of the history and major theoretical 
systems of modern psychology. Through this 
course, the student will gain an organized 
knowledge of (a) historically recurring questions 
of human thought and behavior which have 
motivated research and theory in psychology; 
(b) the range of methodological and philosophi- 
cal assumptions concerning human behavior 
which underlie the various theoretical per- 
spectives of modern psychology; and (c) the 
major theoretical systems which have emerged 
during the twentieth century. The text will be 
Systems and Theories in Psychology (2nd Ed.) by 
Marx and Hillix. Evaluation will be based upon 
two examinations and a research paper. This 
course is strongly recommended for all psy- 
chology majors and is essential for those stu- 
dents who contemplate graduate work in the 
field. Prerequisites: Junior or Senior standing 
and major preparation in psychology. Offered in 
1980-81 and alternate years. 

APS/BPS 499 Independent Research- 
Thesis Staff 

Students majoring in psychology may elect to 
devise an independent study project with one of 
the participating faculty members. Such projects 
may be oriented toward library research and 
reading, or may involve laboratory or field 
research projects. Directed research leading to a 
Senior thesis is normally available only by invita- 
tion of the participating faculty member. Stu- 

dents planning to do a Senior thesis must com- 
plete a preliminary research proposal by April of 
their Junior year. 

BVS 361 Social Psychology 

Prof. Ted Dembroski 

This course is designed to acquaint the student 
both with basic methodological procedures in 
social psychology and with subject matter of 
current interest in which sophisticated research 
has been conducted. Such topics as aggression, 
persuasion, prejudice, interpersonal attraction, 
and conformity will be examined in an attempt 
to understand the forces that affect such social 
behavior. Special attention will be devoted to 
examining ethical and human value considera- 
tions in the work. Prerequisite is an introductory 
course in psychology. Not offered in 1979-80. 

AVS 383 Psychology of Consciousness 

For description see HUMAN RESOURCES. 


Students majoring in religious studies must take 
the basic course. The Study of Religion, and at 
least two courses from each of the following 
areas: Biblical studies, historical and theological 
studies, philosophy of religion and ethics, and 
non-Western religions. Competency in the reli- 
gious studies major will be determined by suc- 
cessful completion of all courses and a compre- 
hensive examination or thesis. Directed and 
independent study courses may be taken toward 
fulfillment of this major. 

An interdisciplinary concentration in Religious 
Education is also available. This concentration 
will entail work in four academic areas: Biblical 
and Theological studies; Education and Child 
Development studies; Psychology and Counsel- 
ing studies; and Management studies. This con- 
centration should appeal especially to students 
contemplating professional careers with the 
Church and Synagogue, and to students who 
wish to work as lay people in religious institu- 

CRE 110 (Modes of Learning) 
The Study of Religion 

Profs. Ashby Johnson, Gilbert Johnston 

An introduction to the methods and contents of 
religious studies, exploring the variety of reli- 
gious experience in the East and West through 
readings, discussions, lectures, and films. Field 
trips and other experiences will provide oppor- 
tunities for first-hand observation, description, 
and analysis of religious phenomena. Students 

will also be encouraged to consider personal 
religious values. Textbooks for the course are 
Hall, Introduction to the Study of Religion; Bal- 
lou. The Viking Portable World Library; Ellwood, 
Readings on Religion. Evaluation will be based 
upon participation, reports, midterm and final 
exams, and a paper exploring and synthesizing 
personal religious values. 

CRE 113 (Modes of Learning) 
Understanding the Bible 

Prof. Ashby Johnson 

The Bible may be interpreted both subjectively 
and objectively, and this course combines the 
two approaches. Subjective study includes read- 
ing with empathy and insight, as well as devel- 
opment of a personal interpretation. The skills 
of literary analysis, historical criticism, and theo- 
logical exegesis applied to the poetry, histories, 
prophecies, short stories, parables, and epistles 
of the Bible constitute objective study. The pur- 
pose is to achieve a constructive understanding 
of sacred scripture. The texts for this course are 
The New Oxford Annotated Bible, and Intro- 
ducing Biblical Literature, by Leonard L. Thomp- 
son. Students will be expected to participate in 
class discussions and to take weekly quizzes and 
midterm and final examinations. Evaluation will 
be based upon all these things. Strongly recom- 
mended for those who plan further study of the 
Bible or Religion. 

LRE 221 Religion in America 
LRE 250 (Directed Study) 

Prof. Alan Carlsten 

The study of religion in America is perhaps the 
most interesting phenomenon in all of religious 
history. There is much more than an ocean 
which separates the European Catholic and 
Protestant from their American counterparts. 
There are many reasons for the unique style of 
Christianity and Judaism in America but the 
fundamental explanation would seem to be 
contained in the phrase, "the New Jerusalem." 
This was the Biblical paradigm for the transplant- 
ing of the Church in the new world. This course 
will analyze and evaluate the beliefs, behavior 
and institutions of religion in America thereby 
enabling students to appreciate the tremendous 
significance of religion in the American experi- 
ence. Required reading: Sydney Ahlstrom, Reli- 
gious History of the American People. Eval- 
uation will be based upon three one-hour 
examinations, class participation and a brief 
paper. Offered in 1980-81. 

LRE 231 Nordic Religion and the Icelandic 
Sagas Prof. Alan Carlsten 

This course is an introduction to the phenome- 
nological method of inquiry into religion. It will 

use as its subject matter the ancient Nordic 
religion, particularly as that religion is presented 
and described in the Icelandic saga literature. 
Particular emphasis will be placed on the ele- 
ments of myth, symbol and cult as they appear in 
the sagas. Description, analysis and evaluation 
of the sagas will play an important role in the 
course. Readings will include Magnusson and 
Palsson, The Vinland Sagas: The Norse Discovery 
of Amefrica; Njal's Saga; Johnson (trans.), The 
Saga of Cisli; Hallberg, The Icelandic Saga. Work 
to be submitted for evaluation will include class 
reports, research paper and two one-hour 
exams. Offered in 1980-81. 

CRE 241 The Hindu Tradition 

Prof. Gilbert Johnston 

For an American with a Christian or Jewish back- 
ground, the study of Hinduism opens up surpris- 
ingly new ways of thinking about religion. Alike 
in the ancient hymns of the Rig Veda, the subtle 
teachings of the Upanishads, and the earnest 
moral searching of the Bhagavad Gita, a distinc- 
tive Indian spirituality, probes beyond life, death, 
time, space, good and evil to find an underlying, 
timeless reality. This course will involve reading 
and discussing some of the basic texts in which 
the Hindu outlook finds expression while trac- 
ing its influence on various aspects of traditional 
Indian society, such as family life and customs, 
caste regulations, occupations, government, and 
systems of thought. Students will be expected to 
keep a journal, write a reflective book review, 
and submit one paper or an approved project. 
In addition to the above-mentioned classical 
texts, Hopkins, The Hindu Religious Tradition 
and parts of Basham, The Wonder That Was 
India, will be required reading. Offered in 1980- 
81, then in alternate years. 

LRE 241 Christian Thought and Practice 
Through the Centuries Prof. Alan Carlsten 

This course will offer an intensive study of the 
beliefs, behavior patterns and institutional struc- 
tures of the Christian Church throughout her 
twenty centuries of existence. Special attention 
will be given to the great theological debates, 
the development of the episcopacy and the 
problems of Church and State. The significance 
of the monastic movement and the tumultuous 
sixteenth century Reformation will be studied in 
depth. The course concludes with an assessment 
of post-Vatican II Christendom. Required read- 
ing: R. H. Sainton, Christendom, Vols. I & II; St. 
Augustine, City of Cod; Martin Luther, Three 
Treatises; D. Knowies, Christian Monasticism. 
Evaluation will be based upon three one-hour 
examinations, class participation, and a brief 
paper. Offered in 1980-81, then in alternate 

CRE 242 The Buddhist Tradition 

Prof. Gilbert Johnston 

Like Christianity in the West, Buddhism in the 
East cuts across national boundaries and brings 
its distinctive influence to bear on all the cul- 
tures it encounters. This course will explore the 
meaning of Gautama's enlightenment and the 
nature of the Noble Eight-fold Path, tracing the 
development of Buddhist ideas and practices as 
they spread from India to the various countries 
of South and East Asia. Readings will include 
DeBary, ed.. The Buddhist Tradition; Rahula, 
What the Buddha Taught; Chen, Buddhism. Stu- 
dents will be expected to write two short papers: 
one, a comparative study, and the other, an 
inquiry into the meaning of a primary source. 
There will be one midterm test and one longer 
exam. Not offered in 1979-80. 

CRE 243 East Asian Religions 

Prof. Gilbert Johnston 

Confucianism, Taoism, Shinto, and the so-called 
new religions of the modern age will be empha- 
sized in this course on the religious traditions of 
China and japan. Attention will be given to the 
way traditional views of the world and of man's 
place in it, the nature of human society and the 
proper forms of behavior are changing in the 
face of modern pressures. Readings will include 
Creel, Confucius and the Chinese Way; Waley, 
The Way and Its Power; Waley, The Analects of 
Confucius; and Earhart, Japanese Religion. 
There will be two examinations and one paper. 
Offered in 1979-80. 

LRE 251 (Directed Study) Introduction to 
the Old Testament Prof. Stanley Chesnut 

A thorough study of the history, literature, and 
religion of the Old Testament, with emphasis on 
the major books of the Hebrew Bible (in English). 
With the guidance of a detailed syllabus, stu- 
dents will encounter the Pentateuch, the His- 
tory, the Prophets, and the Writings of the Old 
Testament in their historical contexts. Israelite 
religion and its development is a central feature 
of this course of study. In addition to the syl- 
labus, students will read from The New Oxford 
Annotated Bible; Anderson, Understanding the 
Old Testament; and additional related works. 
There will be several brief writing assignments 
and a comprehensive examination. Evaluation 
will be based upon the written work and the 
examination. This course is strongly recom- 
mended for students planning upper-level work 
in Bible at Eckerd College. 

LRE 252 (Directed Study) Introduction to 
the New Testament Prof. Stanley Chesnut 

Concentrating on the Gospels, this course in- 

eludes a careful study of the life and teachings of 
Jesus, as well as reading of most of the New 
Testament literature. A syllabus is provided, and 
students will work through a plan of study 
designed to introduce the most important ideas 
and events of the Gospels, Acts, the letters of 
Paul, other letters, and the Book of Revelation. 
The origins and principles of early Christianity 
are a major focus of this course of study. Re- 
quired reading assignments are in: The New 
Oxford Annotated Bible; Throckmorton (ed), 
Gospel Parallels; and Kee, Young, Froehlich, 
Understanding the New Testament. There will 
be several brief writing assignments and a com- 
prehensive final examination. Evaluation will be 
based upon the written work and the examina- 
tion. This course is strongly recommended for 
students planning upper-level work in Bible at 
Eckerd College. 

LRE 253 (Directed Study) The Life and 
Teachings of Jesus Prof. Stanley Chesnut 

This course is a survey of the life and principal 
teachings of Jesus as recorded in the Gospels of 
the New Testament. Reading of the primary 
sources is of first importance, and the syllabus 
outline will lead the student through the essen- 
tials of Jesus' life and works in the four Gospels. 
The Galilean and Judean ministries, the Sermon 
on the Mount, parables and other sayings, and 
the final days in Jerusalem are highlights of this 
study. The textbook is Burton H. Throckmorton, 
Jr. (ed.) Gospel Parallels, with additional read- 
ings assigned for the Gospel of John and for 
background. The syllabus indicates suggested 
reading in secondary sources and topics for 
research papers. There will be a comprehensive 
final examination, with evaluation based upon 
this examination and the writing assignments. 

LRE 254 (Directed Study) Archaeology and 
the Bible Prof. Stanley Chesnut 

An introduction to Biblical archaeology, de- 
signed to acquaint the student with the method- 
ology of historical inquiry through archaeology 
and the results of this inquiry for interpretation 
of the Bible. A syllabus of readings and research 
assignments provides guidance for the study of 
the development, field methods, discoveries, 
and interpretations in Biblical archaeology over 
the past century. Emphasis is upon the useful- 
ness of this work for understanding the Bible. 
Textbooks are G. Ernest Wright, Biblical Archae- 
ology, and The New Oxford Annotated Bible. A 
bibliography and supplementary readings are 
included in the syllabus, and students are 
expected to undertake several short writing 
assignments and a final examination. Evaluation 
will be based upon the written work and the 
examination. A general knowledge of the Bibli- 
cal writings would be very helpful. 

CRE 320 Religion in Tomorrow's 
Environment Prof. Gilbert Johnston 

Environmentalists tell us that we must anticipate 
drastic changes in our way of life in the near 
future as population pressure, food and energy 
shortages, depletion of natural resources, and 
pollution combine to shatter the dream of un- 
limited growth and progress. What role should 
religious values play in helping to cope with 
these environmental concerns in the future? 
Students will be expected to master some basic 
ecological facts and principles, to be familiar 
with a variety of present-day experiments and 
points of view, and to plan and carry out at least 
one alternate life style project, which will 
include a paper. Readings will include G. Tyler 
Miller, Jr., Replenish the Earth, and Michael 
Katz, ed.. Earth's Answer: Explorations of Plane- 
tary Culture. Evaluation will be based on class 
participation, the project/paper, and a final 

LRE 231 Our Christian Heritage in Britain 

Prof. Stanley Chesnut 

We will study Britain's rich and varied Christian 
traditions through readings and by visiting some 
of the magnificent churches, abbeys, and cathe- 
drals in London and vicinity. Wherever possible 
we will supplement our own study with lectures 
and reports from resident experts, guides, and 
members of our group in seminar discussions. 
Readings will include H. Batsford and C. Fry, 
The Cathedrals of England; G. H. Cook, The 
English Cathedral through the Centuries; H. 
Spencer Stowell, How to Look at Old Churches; 
the Greater London Council's The Wren 
Churches of London; E. L. Woodward, A History 
of England. Evaluation will be based upon a 
journal and a research paper. To be offered in 
London only. 

LRE 232 The Religious Traditions of Britain 

Prof. Alan Carlsten 

We will study the rich and varied religious tra- 
ditions of Britain through the study of their 
origins and development. Visits to the magnifi- 
cent cathedrals, abbeys and churches of London 
and its environs will constitute an integral part 
of the course. Excursions to Canterbury and 
Winchester Cathedrals will be included in the 
program. Lectures by resident experts and visits 
to the British Museums will enhance the course. 
Readings will include Bede, The History of the 
English Church and People; A. G. Dickens, The 
English Reformation; Batsford and Fry, The 
Cathedrals of England; Kenneth Slack, British 
Churches Today. Evaluation will be based upon 
a journal and research paper. To be offered in 
London only. 

LRE 341 The New Religions 

Prof. Stanley Chesnut 

The search for a new spiritual understanding in 
the West has resulted in the amazing rapid 
growth of "new religions" and in new ways of 
interpreting the "old religions." This spiritual 
revolution includes such phenomena as West- 
ern Zen, Transcendental Meditation, the Jesus 
people, occultism, astrology, reincarnation, and 
drug cults. Using Jacob Needleman's The New 
Religions and the anthology Religion for a New 
Generation by Needleman, Bierman, and 
Gould, this course goes beyond a study of 
recent religious movements to examine some of 
the roots of the quest for a new religious con- 
sciousness. Requirements include seminar re- 
ports, a research project, and midterm and final 
examinations. Prerequisite: LRE 110/CRE 110 
The Study of Religion, or permission of the 
instructor. Offered in 1980-81, then in alternate 

LRE 361 Twentieth Century Religious 
Thought Prof. Alan Carlsten 

This course will introduce students to the major 
religious thinkers of the twentieth century. The 
works of Gandhi, Barth, Bultmann, Tillich, Nie- 
buhr, Buber, Kung and Moltmann will be 
among those studied in depth. Each major religi- 
ous personality will be analyzed and evaluated 
for his contributions to twentieth-century reli- 
gious thought and practice. Evaluation will be 
based upon three one-hour exams and a final 
paper. Readings will be taken from primary 

CVS 486 Secularism and Personal Values 

Prof. Gilbert Johnston 

What are the various meanings of the word 
"secular" and how has the trend toward secular- 
ism affected the arts, literature, government, 
religious institutions, and general life styles? 
These questions will be considered as back- 
ground material for a discussion of personal 
values. Harvey Cox, The Secular City, will be 
read as representative of a positive Christian atti- 
tude toward secularism. Other readings will 
challenge this view or offer contrasting interpre- 
tations. Each student will be expected to write a 
position paper on personal values and a report 
on secularism as challenge and/or opportunity 
in a particular area of the student's concern. 
Offered in 1979-80. 


ACM 305 Resident Adviser Internship 

Student Affairs Staff 

The Resident Adviser Internship for those 

selected to be RA's is a year-long course begin- 
ning with a pre-Autumn Term Workshop. Forty- 
five hours of classroom instruction is conducted 
during Autumn Term; bi-weekly meeting of the 
total group, monthly complex meetings, on- 
duty rotation and periodic workshops constitute 
the in-service training. Topics covered include 
community and group development, communi- 
cation and paraprofessional counseling, crisis 
intervention and first aid, conflict resolution, 
leadership, assertiveness and cross-cultural 
training. Each RA will write a behavioral contract 
outlining personal objectives to accomplish pro- 
gram goals. Included in this contract will be the 
commitment to conduct three projects which 
will benefit the House, Complex and Campus. 
Evaluation will be based on successful comple- 
tion of the training, three projects, feedback 
from the House residents and cooperation with 
the Residential Affairs staff. 


The program in Russian studies integrates the 
study of the Russian language with Russian his- 
tory, Russian literature, and contemporary 
Soviet reality. Students must complete at least 
two years of college-level Russian, and finish 
five courses dealing specifically with Russia: two 
in Russian history, two in Russian literature, and 
one in Soviet Area Studies. Each student in this 
program must also choose a field of specializa- 
tion within Russian studies (usually language, 
literature, history, or social sciences) consisting 
of at least four courses in addition to those listed 
above. When appropriate these courses may be 
independent or directed studies, colloquia, 
and/or thesis preparation. All students will have 
an oral examination covering their entire pro- 
gram, in addition to the comprehensive exam- 
ination in a field of specialization or a thesis. 

CRU 110 (Modes of Learning) 
CRU 102 Elementary Russian 

Prof. Vivian Parsons 

These courses offer intensive drill in understand- 
ing, speaking, reading, and writing grammatical 
and conversational patterns of modern Russian. 
There will be reading from simple Russian prose 
the latter part of the course. Textbooks and 
readers will be used. Evaluation will be based on 
written exercises and exams. No prerequisites 
for CRU 110; successful completion of CRU 110 
or its equivalent is prerequisite for CRU 102. 

CRU 201/202 Intermediate Russian 

Prof. Vivian Parsons 

These are courses in review and completion of 
basic Russian grammar, and continued work on 
conversational skills. Textbooks and readers will 

be used. Work to be submitted for evaluation: 
written exercises, exams. Prerequisite: comple- 
tion of Elementary Russian. 

CRU 301 Introduction to Russian Literature 
and Culture Staff 

An examination of the Russian cultural heritage, 
including a survey of Russian literature from 
Pushkin to Solzhenitsyn. Readings, short papers, 
special lectures and films, and discussions pri- 
marily in Russian. Offered in 1980-81, then in 
alternate years. 

CRU 302 Daily Life in Soviet Society 

Prof. William Parsons 

This course examines the daily life of the Soviet 
citizen as expressed in such institutions as the 
family, education, and youth organizations, 
economic pursuits, mass media, leisure activi- 
ties, etc. Readings will include articles from cur- 
rent Soviet periodicals such as Pravda and Sput- 
nik. Students will also have the opportunity to 
pursue in greater depth a project in their special 
field of interest. Prerequisite: completion of two 
years of college Russian. Offered in 1979-80, 
then in alternate years. 

CAS 283 Soviet Area Studies 

For description see AREA STUDIES. 

For further courses see also HISTORY, LITERA- 


The required courses for the sociology major are 
Introduction to Sociology, Statistical Methods, 
Research Design, and The History of Sociologi- 
cal Theory. In addition to these, each student 
selects four other sociology courses in consulta- 
tion with the Mentor. 

Students concentrating in community studies 
are required to take the following courses: 
American Community, Community Organiza- 
tion, Community Field Experience, Complex 
Organizations and Bureaucracies, Statistical 
Methods, and Research Design. In addition to 
the core courses mentioned above, a student 
may wish to undertake electives or independent 
study courses from a list of subjects which are 
compatible with a community studies concen- 

BSO 110 (Modes of Learning) Introduction 
to Sociology 

Profs, jack Williams, William Winston 

This course will have two goals: to introduce the 
student to the state of our knowledge on the 
nature of society and the dynamics of social 

behavior; and to address the question, "Is a sci- 
ence of society possible?" through an examina- 
tion of the means sociologists employ to investi- 
gate social behavior. The course deals with the 
possibility of a "science of society" by posing 
the fundamental questions sociologists must 
answer and by examining the applicability of 
scientific methods to those questions. It is also 
devoted to basic social issues. Attention will be 
divided between an overview of the state of our 
knowledge and a consideration of the research 
procedures most typically employed. Readings 
for the course will include an introductory 
sociology textbook and articles employing some 
of the more widely used methods of social re- 
search. Evaluation of students will be based on 
six quizzes. An extra credit term paper is option- 
al. This course is a prerequisite for all students 
planning a concentration in sociology. 

BSO 111 (Modes of Learning) 

Social Problems Prof. William Winston 

Fuller and Myers categorize a social problem as 
a condition which is defined by a considerable 
number of persons as a deviation from some 
social norm which they cherish. Each social 
problem is seen as having two general elements. 
First, there is an objective condition which can 
be verified by impartial and trained observers. 
Second, there is a subjective definition of that 
condition as constituting a threat to certain 
cherished values. The interpretation of this com- 
pact statement is the purpose of this course. The 
statement places the study of social problems in 
the province of social norms. Therefore, this 
course includes a review of sociological con- 
cepts relating norms to the development of 
human personality, the fitting of individual be- 
haviors into a social scheme, and the mainte- 
nance of order so that individual and group 
goals are achieved. A text will be used. Evalua- 
tion will be based on four examinations. 

BSO 116 (Modes of Learning) The American 
Community Prof. William Winston 

This course is designed to provide a foundation 
for understanding the American community in 
its complexity, diversity, and patterned behav- 
iors, using both theoretical and case study 
approaches. Students will develop skills in iden- 
tifying and analyzing community structures and 
values, and in researching some aspects of com- 
munity. The course is open to all students. 
Texts: Perspectives on the American Com- 
munity, by Roland Warren and Communities: A 
Survey of Theories and Methods of Research, by 
Dennis E. Poplin. Evaluation will be based upon 
two examinations and a term paper. Not offered 
in 1979-80. 

BSO 150 (Directed Study) Introduction to 
Sociology Prof. Jack Williams 

Following the outline of Broom and Selznick's 
text, Sociology: A Text with Adapted Readings, 

the course has three sections. The first develops 
an understanding of the basic tools and con- 
cepts of sociology. The "topics" in this section 
are: science and social behavior, social organiza- 
tion, culture, socialization, primary groups, 
social stratification, complex organization, col- 
lective behavior and population. The second 
section is devoted to the study of four social 
institutions: the family, education, religion, and 
law. The third section takes up major trends in 
American society: developments in racial and 
ethnic relations, urbanization, technological 
change, and political change. Students will be 
evaluated on three tasks. The student must dem- 
onstrate a working familiarity with terms and 
concepts; respond to chapter review questions 
in a paragraph (short answer) form; for each 
chapter of the text, write a one-to-three page 
essay in response to general questions. The syl- 
labus contains a complete list of terms, review 
questions and essay topics. 

BSO 220 Racial and Cultural Minorities 

Prof, jack Williams 

This course will examine the processes of 
conflict, accommodation, and assimilation in 
majority-minority relations. It will also examine 
the social, historical, cultural, political, and 
economic factors involved in racism, prejudice 
and discrimination. Required reading will con- 
sist of a basic text and several paperback books 
as supplemental material. Evaluation will be 
based on two exams and a research paper. Of- 
fered in 1979-80, then in alternate years. 

BSO 221 Juvenile Delinquency 

Prof. William Winston 

This course will attempt to analyze juvenile 
delinquency from an interactionist-labeling per- 
spective. This framework provides a basis for 
understanding not only delinquency, but also 
behavior in general. It is a general perspective 
that emphasizes (a) the collective nature of 
human behavior (looking at symbols, language 
and gestures in the formation of social action); 
(b) the dynamics of interaction between self and 
others; and (c) the processive and emergent 
nature of human interaction, and the impor- 
tance of seeing reality from the point of view of 
those engaged in action. Evaluation will be based 
upon four examinations and a term paper. Not 
offered in 1979-80. 

BSO 250 (Directed Study) The Family 

Prof, jack Williams 

This course will examine the family at two con- 

ceptual levels. It will consider the family as a 
social institution, focusing primarily on the rela- 
tionship between a society's family system and 
its economy and technology, and it will also 
examine the family as a small group. In this 
context, the focus will be on the processes of 
attraction, conflict and accommodation which 
both bring families together and pull them 
apart. The texts for the course are Leslie's The 
Family in Social Context, third edition, and the 
Deloras' Intimate Life Styles. Students will be 
evaluated on the basis of extensive essays on 
seven assigned topics. 

BSO 322 Social Gerontology 

ProL William Winston 

This course concentrates on aging and age status 
as determinants of social interaction and social 
change. The first half of the course is concerned 
with social gerontology: theories of aging, 
research on life satisfaction and adjustment to 
aging; assessment of housing, medical, and 
economic needs of the elderly; death and be- 
reavement; and family life. The second half 
focuses on age and social change: parent-youth 
conflict, conflicts on institutional values, life 
goal changes, and areas of value continuity. 
Cross cultural and cross temporal comparisons 
are made. Required reading is Atchley, Social 
Forces in Later Life, and selected journal articles. 
Students will participate in a primary research 
project on aging or generational conflict/con- 
tinuity. Evaluation will be made on the written 
project, two exams, and class participation. 
Prerequisite is an introductory course in sociol- 
ogy. Introductory courses in other behavioral 
sciences are recommended preparation. Not 
offered in 1979-80. 

BSO 326 The Family Prof, jack Williams 

The first part of this course seeks to locate the 
contemporary American family in its cultural 
context by pointing out historical and economic 
factors involved in the development of the 
modern family, and differences between the 
American family and the family of other soci- 
eties. The second part of the course emphasizes 
sociological and psychological variables in inter- 
personal attraction, marital adjustment, and the 
socialization of children. Readings will consist of 
a comprehensive text, supplemented by journal 
articles. Students will be evaluated on the basis 
of two exams and two short papers. Prerequisite 
is an introductory course in any of the behavior- 
al sciences. Not offered in 1979-80. 

BSO 324 Criminology 

Prof. William Winston 

Deviance is a social concept encompassing all 
the forms of behavior that a society deems 

threatening, harmful, or offensive. Criminality is 
also a socially dependent and culturally relative 
concept. There is a difference, however: crim- 
inality is a special subdivision of deviance that is 
expressly punishable through formal sanctions 
applied by political authorities. The authorities 
evaluate and punish rule-breaking behavior 
(and can, thereby, confer criminal status on a 
variety of individuals) by means of a "criminal- 
ization" process. The basic objective of this 
course will be to examine theories of criminal 
behavior and how various legal processes at- 
tempt to control this behavior. Texts will be 
Criminology by Sutherland and Cressey, and 
Introduction to Criminal Justice by Newman. 
Evaluation will be based on four examinations 
and several short papers. Prerequisite: an intro- 
ductory course in sociology. Not offered in 

BSO 325 Community Field Experience 

Prof. William Winston 

These courses provide apprenticeships and 
internships in carefully selected community 
agency areas. Upon approval of the instructor 
and field supervisor, a mutually agreed upon 
contract is signed, identifying the particular job 
description, activities, and responsibilities of the 
student. Apprenticeships are defined as explora- 
tion into areas of personal student interest and 
of community need. Internships are defined as 
concentrated training in an area of student 
career or vocational interest. Prerequisites: 
approval of instructor and field supervisor; 
second semester Freshman standing. Limited to 
twenty students. 

BSO 328 Complex Organizations and 
Bureaucracies Prof. William Winston 

This course will deal with the social and histori- 
cal origins of complex organizations and bu- 
reaucracies, empirical research on a variety 
of issues related to the internal dynamics of 
bureaucracy, and the behavior of organizations 
in their social and cultural environments. Read- 
ing material will consist of a basic text and 
journal articles in sociology, public administra- 
tion, political science and management. Stu- 
dents will be evaluated on the basis of two 
exams, a research paper and class participation. 
Prerequisite: Introduction to Sociology. 

BSO 350 (Directed Study) American 
Minorities Prof, jack Williams 

This course involves a detailed descriptive and 
comparative study of the history and present 
status of five American ethnic minorities. The 
student will choose five minorities from a list of 
eight and write a four part essay, based on 
assigned readings, on each minority. The eight 

minorities are: Blacks, Jews, Italian-Americans, 
Puerto Rican-Americans, Japanese-Americans, 
Chinese-Americans, Mexican-Americans and 
American Indians. Reading assignments will 
consist of one paperback book on each minority 
chosen. Evaluation will be based entirely on the 
five essays. Prerequisite: an introductory course 
in the behavioral sciences. 

BCM 360 Research Design 

Prof. William Winston 

The purpose of research is to discover answers 
to questions through the application of scientific 
procedures. These procedures have been devel- 
oped in order to increase the likelihood that the 
information gathered will be as relevant, reliable 
and unbiased as possible. The purpose of this 
course, then, is (1) to show how the principles of 
scientific method apply to social sciences; and 
(2) to give the beginning student an elementary 
command over the techniques being used in 
modern research. Evaluation will be based upon 
two tests, a final examination, intermittent 
assignments, and class participation. Prerequi- 
sites are an introductory course in any of the 
behavioral sciences and a basic statistics course. 

BSO/BEC 485 History of Social and 
Economic Thought 

For description see BEC/BSO 485 under ECON- 

BVS 462 Social Policy Prof. William Winston 

Since the end of the Middle Ages, the develop- 
ing nation-states of Western Europe have been 
confronted with the problem of poverty. Pre- 
viously, this had been a matter of only local con- 
cern. With the emergence of national states and 
national economics, the problem of what to do 
with the poor necessarily became a matter of 
national significance. This course will attempt to 
trace various aspects of American and English 
forms of social policies and how they have 
developed over time. There is one required 
text: Poor Law to Poverty Program by Samuel 
Mencher. Evaluation will be based upon two 
one-hour tests, a final exam, and class participa- 
tion. Open to all Junior and Senior students. Not 
offered in 1979-80. 


A student may major in Spanish by successfully 
completing eight of the following courses: 
Intermediate Spanish I, Intermediate Spanish II, 
Modern Spanish Novel, Latin American Novel, 
Modern Spanish Drama, Golden Age Drama, 
Cervantes, Advanced Composition, The Artistry 
of Federico Garcia Lorca I, II (directed study). 

One of the two Hispanic Area Studies (Latin 
American or Spanish) is required. Study abroad 
in the Junior year is strongly recommended. 

CSP 110 (Modes of Learning) 
CSP 102 Elementary Spanish 

Prof. Pedro Trakas 

These courses offer intensive drill in under- 
standing, speaking, and writing Spanish. Vocab- 
ulary is presented through dialogues and varied 
exercises. There will be short speeches and 
independent laboratory practice. At the end of 
each week, there will be a review and test based 
on the entire week's work. Prerequisites: none 
for CSP 110; successful completion of CSP 110 or 
its equivalent is prerequisite for CSP 102. 

CSP 201 Intermediate Spanish I 

Prof. Pedro Trakas 

This course is a continuation of CSP 110-102. The 
entire semester is spent in intensive review of 
grammar. The presentation of grammar with 
corresponding pattern drills is very thorough. 
Weekly speeches, typically based on social 
problems or items of current concern, are re- 
quired. There will be independent laboratory 
practice on a weekly basis. Student evaluation is 
based on the weekly speeches and a final exam, 
both written and oral. All work will be in Span- 
ish. Prerequisite: CSP 110-102 or its equivalent, 
such as two years of Spanish in senior high 
school, to be approved by the instructor. 

CSP 202 Intermediate Spanish 11 

Prof. Pedro Trakas 

An introduction to literature to be used as a 
basis for improvement in understanding, speak- 
ing, reading, and writing Spanish. Texts will 
include a book of short stories, one play, and a 
novel. Student evaluation will be based on 
weekly tests, and a final exam. All work will be in 
Spanish. Prerequisite: successful completion of 
CSP 201 or its equivalent. 

CSP 301 The Modern Spanish Novel 

Prof. Pedro Trakas 

A study of the most representative novelists 
from the Generacion del '98 to the present. The 
student will become acquainted with some of 
the best novelists of this period by reading one 
novel by each author (see instructor for list). 
One research paper, properly documented, on 
a topic mutually agreed upon by the student and 
the instructor is required. This paper is to be no 
fewer than 15 typewritten pages. A mid-term 
examination is also part of the evaluation proc- 
ess. All work will be in Spanish. Prerequisite: 
successful completion of CSP 202 (or its equival- 
ent) or by special permission from the instruct- 
or. Offered in 1981-82. 

CSP 302 Latin American Novel 

Prof. Pedro Trakas 

A study of the most representative Latin Ameri- 
can novelists. The student will become ac- 
quainted with some of the best novelists by 
reading one novel by each author. A term 
paper, properly documented, on a topic accept- 
able to the instructor, is required. This paper is to 
be no fewer than 15 typewritten pages, double- 
spaced. There is also a midterm exam. All work 
will be in Spanish. Prerequisite: Spanish 301 or 
special permission of the instructor. Offered in 

CSP 401 Modern Spanish Drama 

Prof. Pedro Trakas 

A study of the works of the best modern play- 
wrights from Benavente to the present. Students 
will prepare three questions and answers on 
each play, to be discussed weekly. There will be 
a midterm exam on work done up to that point. 
Each student will submit at the end of the semes- 
ter a 15-25 page term paper concerning some 
aspect of modern Spanish drama. All work will 
be in Spanish. Prerequisite: successful comple- 
tion of CSP 301-302, or its equivalent. Offered in 

CSP 402 Golden Age Drama 

Prof. Pedro Trakas 

This course offers reading and analysis of some 
of the most representative plays of the period, 
including works by Lope, Tirso, Calderon, Alar- 
con, Castro, Moreto, Cervantes, Rojas Zorrilla, 
and Mira de Amescua. There will be a midterm 
examination and a term paper of 15 to 25 pages 
in length in lieu of a final exam. All work will be 
in Spanish. Prerequisite: successful completion 
of CSP 201-202, or its equivalent. Offered in 

CSP 403 Cervantes 

Prof. Pedro Trakas 

A thorough study of the life and works of 
Miguel de Cervantes, with special emphasis on 
the critical analysis of Don Quijote. Students will 
also be required to read one of Cervantes' 
Novelas ejamplares. A short written report on 
the latter will be assigned. An important part of 
the course will be a term paper in Spanish from 
15-25 pages in length on some important aspect 
of Don Quijote. The topic must be approved by 
the professor. There will also be a midterm 
exam. The text is Miguel de Cervantes' Don 
Quijote de la Mancha. All work will be in Span- 
ish. Prerequisites: CSP 301-302 or its equivalent. 
Offered in 1979-80. 

CSP 404 Advanced Spanish Conversation 

Prof. Pedro Trakas 

The objective of this course is to develop. 

through intensive practice in speaking and 
listening, the highest possible degree of fluency, 
with stress on correct pronunciation and intona- 
tion. Topics of current events, lists of idioms, 
colloquialisms and vocabulary distinctions will 
be discussed. Weekly talks, constituting an oral 
test, will be required. The final exam will be oral. 
Prerequisite: Spanish 202 or its equivalent. 
Offered in 1979-80. 

CSP/CLI 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

Prof. Pedro Trakas 

This project will study and analyze art forms 
engaged in by Lorca, with reading of his major 
literary works. Each student will write three term 
papers. The works read and the term papers will 
be in Spanish for students who have successfully 
completed Intermediate Spanish or its equiv- 
alent. They will be in English for students who 
have had less or no Spanish. 

CAS 281 Latin American Area Studies Staff 
CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

For descriptions see AREA STUDIES. 


LSH 222 The Art of Speech Communication 

Prof. Alan Carlsten 

The purpose of this course is to introduce stu- 
dents to the art of speech communication. It will 
help students to develop skills in interpersonal, 
group and public modes of speech communica- 
tion. Analysis and constructive critique of stu- 
dent performances will be aided by audio-visual 
equipment. Requirements for the course are: 
reading assigned texts, participation in class dis- 
cussions and group projects, performance of 
assigned speech communication projects. Text- 
books to be used are: Monroe and Ehninger, 
Principles and Types of Speech Communication 
(eighth edition); and Strunk and White, Ele- 
ments of Style. Evaluation will be based upon 
three written assignments (25 percent), five oral 
projects (50 percent), and a final examination (25 

LSH 224 Communicating in a Technological 
World Prof. Alan Carlsten 

The purpose of this course is to enable students 
to communicate effectively orally and in writing, 
in business, the professions and the sciences. 
Stress will be placed upon techniques of effec- 
tive writing and public speaking. Students will 
learn to write clear, precise letters, reports and 
lectures. Oral presentations will be video-taped 
so that students may develop effective voice. 

gesture and posture patterns. Evaluation will be 
based upon written materials and oral presenta- 
tions, quizzes and two hour examinations. Re- 
quired reading, Joseph P. Dagher, Technical 
Communication: A Practical Guide. 


LSW 150 (Directed Study) Swedish I 

Prof. Alan Carlsten 

This course offers intensive drill in understand- 
ing, speaking, reading, and writing of Swedish. 
A taped program of 40 lessons prepared by the 
Swedish government forms the basis of the 
course. Textbooks which accompany the tapes 
are also prepared by the Swedish government. 
Material to be used: Radio Sweden Taped Pro- 
gram and texts. Work to be submitted for eval- 
uation will consist of quizzes and a final exami- 
nation (both written and oral). 

LSW 250 (Directed Study) Swedish II 

Prof. Alan Carlsten 

This course offers advanced Swedish grammar 
and writing. There will be continuous drill in 
understanding and speaking as well. Recorded 
broadcasts of Radio Sweden will be used in 
laboratory work. Selected short stories will pro- 
vide skill in reading. Materials to be used: 
Martin Soderback, Advanced Spoken Swedish; 
Radio Sweden taped broadcasts. Evaluation will 
consist of quizzes and an oral and written final 
exam. Prerequisites: Swedish I. 

LSW 350 (Directed Study) Swedish III 

Prof. Alan Carlsten 

This course offers intensive study of Swedish 
literary figures. Selma Lagerlof, Strindberg, 
Lagerkvist, and Bergman will be read in Swedish. 
Stockholm's Dagens Nyheter (Sunday edition) 
will be read also. Conversation and writing skills 
will be emphasized. Materials to be used: Par 
Lagerkvist, Barabbas; Ahasuerus, Selma Lager- j 
lof, Jerusalem; I Dalarna; August Strindberg, 1 
Samlade Skrifter. Evaluation will be based on ; 
papers and examination. Prerequisite: Swedish 


The B.A. in TESL is designed to prepare students 
for a career in teaching English as a second lan- 
guage. The program consists of four areas and 
includes these requirements: linguistics (Gen- 
eral Linguistics, Structure of English, English 
Morphology, History of the English Language, 
modern foreign language study); cultural 

(American Civilization); pedagogical (Methods 
of Teaching Languages, teaching internship); 
and professional (Senior seminar). Students will 
also take one course each in the social sciences, 
American studies, and education, and will com- 
plete a Senior project. 

CTE/CAN/LLI 230 Linguistics 

Prof. Mary Paidosh 

Linguistics is the scientific study of language. 
Two-thirds of this course will be devoted to 
descriptive linguistics, including phonetics and 
phonemics, phonology, morphology, syntax, 
grammar, and semantics. The remaining time 
will be devoted to historical and comparative 
linguistics, focusing on some of the practical 
utilities in education and communications. The 
required text is Descriptive Linguistics by Win- 
fred P. Lehmann. Students will be evaluated on 
the basis of regular participation in class ses- 
sions, completion of all workbook exercises, and 
several examinations. A term paper is required. 
This course is offered every year. In future years 
it will be offered by Profs. Howard Carter and 
Hendrick Serrie. 

CTE 235 Structure of Modern American 
English Prof. Mary Paidosh 

This course is an intensive analysis of the gram- 
mar, syntax, and phonetics of standard Ameri- 
can English. Students will examine the correct 
usage of written and spoken English. Lyda E. 
LaPalombara's An Introduction to Grammar is 
the basic text of the course. Students are eval- 
uated on class discussion, quizzes, and a final 
exam. Prerequisites: LLI Linguistics, or instruc- 
tor's approval. Offered in 1978-79, then in alter- 

CTE 238 English Morphology 

Prof. Mary Paidosh 

This is a study of the meaningful units (mor- 
phemes) of the English language, more specif- 
ically, the parts of a word: prefixes, roots, suf- 
fixes, and endings. The study includes emphasis 
on inflectional and derivational morphemes, 
and Latin and Greek roots. Text will be Nida, 
Morphology. Students are responsible for read- 
ing assignments, homework, frequent quizzes, 
a midterm and a final exam. Prerequisite: can- 
didate in TESL certification program, or instruc- 
tor's approval. Offered in 1980-81 and alternate 

CTE 336 Methods of Teaching Languages 

Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop is eclectic, consisting of 
discussions on teaching methods, model dem- 

onstrations, and staff and student lesson presen- 
tations. The discussion will emphasize the 
modern methods of teaching pronunciation, 
grammar, vocabulary, the presentation of pat- 
tern practices, the construction of tests, and the 
use of the language laboratory. Readings are 
from Lado's Language Teaching and Lado's Lan- 
guage Testing. The methods discussed are also 
applicable to the teaching of English as a second 
language. Evaluation: class participation, pres- 
entation of lesson material, lab drills and follow- 
up testing. Participants are expected to develop 
their own styles and to test their assumptions 
and practices through presentations to the class. 
Prerequisite: instructor's approval. Offered in 
1980-81, then in alternate years. 

CTE 337 Methods of Teaching English as a 
Second Language Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop consists of readings, dis- 
cussions, model demonstrations, and lesson 
presentations. Students will be primarily con- 
cerned with the audio-lingual approach. They 
will discuss and practice the theory of teaching 
grammar, reading, writing and speaking. They 
will also learn how to construct tests and make 
effective use of the language laboratory. Evalua- 
tion is based on class participation, classroom 
and lab-drill demonstrations, and follow-up 
testing. Prerequisites: a linguistics course and 
instructor's approval. Offered in 1979-80, then 
in alternate years. 

CTE 338 Text Evaluation and Curriculum 
Development in TESL Prof. Mary Paidosh 

The purpose of this course is twofold: to select 
and evaluate various models of linguistic 
analyses in the field of TESL; and to analyze 
factors in the development of a curriculum for 
target groups for whom English is a second lan- 
guage. Students will be asked to analyze criti- 
cally important text materials in both the 
audio-lingual and grammar-theory approaches 
to language learning. They will also deal with 
materials aimed at training students in particular 
technical skills and concepts. This evaluation 
should provide students with an understanding 
of suitable materials for specific linguistic goals 
and help in establishing an appropriate curricu- 
lum. Evaluation is based on class discussion, 
reports, and simulation projects. Prerequisite: 
Junior or Senior in TESL, or permission of in- 
structor. Offered in 1980-81, then in alternate 

CTE 350/450 (Directed Study) History of the 
English Language Prof. Mary Paidosh 

This directed study is designed to help under- 

stand the origins and development of the Eng- 
lish language so that you may know and use 
your language effectively. Its purpose is to dem- 
onstrate that the English language, like all other 
languages, has been and still is in a process of 
evolution, and will continue to evolve given its 
function as an international language and its 
contact with foreign cultures. The basic text is 
Thomas Pyles' The Origins and Development of 
the English Language. Selections are also as- 
signed from Albert Baugh's A History of the 
English Language, Brian Foster's The Changing 
English Language, and Simeon Potter's Our 
Language. Evaluation will be based on four 
objective examinations and a term paper. Pre- 
requisite: instructor's permission. 

CTE 435 Senior Seminar in TESL 

Prof. Mary Paidosh 

Students will discuss and analyze problems 
related to the teaching of TESL to both national 
and multinational groups. This seminar will tie 
together principles of educational psychology, 
methodology of second-language acquisition, 
and study the processes by which children and 
adults acquire specified elements of language. 
This seminar will be used to select and complete 
an independent professional project. The proj- 
ect may be developed in one of the following 
ways: undertaking a work experience with ELS 
and fully documenting that the experience has 
been educational and professionally relevant; 
creating materials and showing that the student 
has contributed to his/her own educational 
development and that materials created are of 
value to the teaching community; designing a 
program for which there is an existing need, 
with the expectation that attempts will be made 
to implement and evaluate the program; and 
undertaking research in a given subject on 
which a thesis will be presented. Evaluation is 
based on group discussion, oral presentations, 
final project. Prerequisite: Senior in TESL or 
instructor's approval. 


Theatre study at Eckerd centers in the experi- 
ences of theatre- or dance-making; emphasis is 
placed on process and growth rather than upon 
the accumulation and distribution of course 
credits. It is expected that those who elect to 
concentrate in theatre will be involved regularly 
in creative work; breadth and balance will grow 
out of discovered interests and needs. With the 
Mentor, each student will work out a program 
of art-making which will include work in pro- 
duction and performance skills, in the history 
and theory of performance arts, and in dramatic 
literature. Each student is expected to concen- 

trate on a major creative work as a Senior proj- 
ect. Some time should be spent away from 
campus on an apprenticeship, in study at a 
major theatre center (generally London), or on 
a special summer program of participation in the 
performance arts. 

The Palisades Theatre Company, a touring en- 
semble specializing in work with young people, 
is based in St. Petersburg and provides profes- 
sional resources for the theatre program. 

ATH 110 (Modes of Learning) Movement as 
a Mode of Learning Staff 

The significance of the body moving in space 
can be appreciated by studying the history and 
theory of dance and other movement systems. 
Also it can be experienced by "trying on" 
various modes of movement: yoga. Ballet, T'ai 
Chi Chuan, del Sarte, etc. This course will 
attempt to combine theoretical study and studio 
work in the exploration of movement. Areas of 
study and studio work will be selected each year 
utilizing resource people available in the area. 
Experience in dance or other movement systems 
is not a prerequisite, but students will be ex- 
pected to move as well as to talk about move- 

ATH 117 (Modes of Learning) 
The Living Theatre 


The student will be introduced to the study and 
to the art of the theatre. Representative scripts 
will serve as the starting point for the discussion 
of the literature, the production and the place of 
particular productions in their community and , 
in history. The theatre is not only something to ' 
know about, it is a way of knowing. While this 
course does not hope to provide training in per- 
formance skills, it will attempt to use theatre 
making projects as a way of developing sensi- 
tivity to theatre as a way of confronting life. In 
addition to the more traditional analytical skills 
which involve reading, writing, discussion and 
research, the student will be asked to "try on" 
some of the theatre arts involved in production J 
(acting, staging, criticism, etc.) Class discussion 
will alternate with laboratory studio work in 
addition to other preparatory group and indi- 
vidual work. Attendance at designated perform- 
ances, films, and rehearsals is expected. Reports, 
critiques and creative projects are required. 

ATH 261 Technical Workshop in Staging 


This workshop will provide studio experience in 
the crafts of staging. Lighting, scene construc- 
tion, costuming, makeup and property con- 
struction will be introduced. Special emphasis 
will be placed on one or more selected areas. 
Readings in design, technique and general 

theatre practice will be assigned — creative proj- 
ects will be encouraged. The workshop will be 
related to the regular production schedule of 
the theatre. Evaluation will be based upon dem- 
onstrated knowledge of techniques as shown in 
the shop, the completion of selected projects, 
and upon participation as an artist-technician in 
a functioning theatre. Offered in 1980-81 and 
alternate years. 

ATH 262 Theatre in the Mass Media Staff 

Students will study some of the basic relation- 
ships between traditional arts and the electronic 
areas of television and the motion picture. These 
"new arts" will be examined with an effort to 
determine their basic elements and to describe 
some of their important historical develop- 
ments. Classes for discussion and group projects 
will meet regularly and time should be reserved 
for regular attendance at films and television 
watching. Films available on campus and in the 
community will be examined and discussed. This 
is not a course in film-making although students 
may want to involve themselves in independent 
film and television projects. Participation in class 
discussion, attendance at films, critiques and 
reports are required. 

of the selected projects. The course may be 
repeated for credit. 

ATH 263 Performance Workshop 


This workshop will provide a series of studio 
exercises designed to explore approaches to 
performance and to try out the techniques of 
acting. Role study, improvisation, movement, 
voice, scene study and other aspects of perform- 
ance will be introduced. Relevant theory will be 
discussed. In addition to regular group sessions, 
rehearsals and coaching sessions will be re- 
quired. The workshop will be related to the 
regular production schedule of the theatre. Per- 
formances before audiences other than the class 
will be encouraged but not required. Required 
texts will be The Presence of the Actor by 
Joseph Chaikin and Acting is Believing by 
Charles McGaw. in addition, there will be a 
number of play texts. Evaluation will be based 
upon willingness to participate in assigned exer- 
cises, projects, preparation of materials, contri- 
bution to group discussions and activities, and 
an assessment of progress in the art of perform- 
ance. Offered in 1980-81 and alternate years. 

ATH 266/267 Theatre Projects I Staff 

Work in theatre projects can involve participa- 
tion in a wide variety of theatre enterprises. It 
represents the core of "theatre making" at 
Eckerd. Opportunities to participate in produc- 
tion, in workshops devoted to performance and 
to the crafts of the theatre, in critiques, and in 
other projects are provided. Participation and 
responsibilities will grow out of the disciplines 

ATH 276 Dance I 


Opportunity will be provided for training in 
dance and movement primarily in the modern 
dance tradition. Students interested in move- 
ment as personal expression and those inter- 
ested in dance performance are invited to 
participate. As the year progresses, different 
projects will be established depending on the 
level of preparation and interests of the students 
(dance composition, readings, viewing and cri- 
tiquing of dance performances for example). 
Evaluation will be based upon regular, active 
participation in class, quality of projects sub- 
mitted, and developed ability in technique and 
improvisation. Class limit of 18. 

ATH 326 Choreography: The Art of Making 
Dance Staff 

In this course we will explore the process of 
dance composition. Basic choreographic tech- 
niques will be taught and others evolved by the 
creative reconstruction of primary techniques. 
The class will serve as a laboratory for experi- 
mentation and our best work will culminate in 
the production of the spring dance concert. Stu- 
dents already possessing fundamental skills in 
modern dance are invited to audition for the 
class. Evaluation will be based on student's 
developed ability in composition, effectiveness 
of class presentations and assignments, and 
degree of participation in dance concert. Per- 
mission of instructor is required. Not offered in 

ATH 366/367 Theatre Projects II 


Theatre Projects II is primarily for work on indi- 
vidual projects in performance and production, 
and will ordinarily be built around a single 
undertaking such as a major production assign- 
ment. The course is for experienced students 
and enrollment requires prior arrangement with 
the faculty. Assignments to particular projects 
may sometimes be made on the basis of tryouts. 
Students are expected to attend regularly sched- 
uled theatre projects critique sessions. 

ATH 376/377 Dance II 


Dance II is for students with some experience 
and for those who are interested in special proj- 
ects in choreography and dance performance. 
Assignments to Dance II will be made by the 
instructor following conferences and possible 
auditions. Evaluation will be based upon regular, 
active participation in class, quality of projects 
submitted and developed ability in technique 
and improvisation. Permission of instructor is 
required. Class limit of 18. 

ATH 470 Design and Technique In The 
Theatre Staff 

In this course, the visual aspects of the theatre 
will be studied. Students will consider architec- 
ture, costuming, lighting, scenery, and other 
crafts and techniques as they are used in con- 
structing theatrical image. Emphasis will be on 
the overall design of production; students will 
work in groups and individually on the designs 
for particular plays. Introductory opportunities 
for learning specific crafts will be provided. The 
course is open to students who have had some 
general experience in theatre production. It is 
recommended that specific work leading to pro- 
ficiency in theatre crafts be undertaken as an 
extension of this course. Offered in 1979-80 and 
alternate years. 

ATH 472 Directors Workshop 


The workshop will focus on analysis of the work 
to find its theatrical shape; the development of 
the elements of production and performance 
which express the shape, the realization of a 
work on stage. General and theoretical consid- 
erations will be studied in reference to specific 
projects in theatre making. Selected short plays 
and scenes will serve as studio exercises. Each 
student will prepare a production book which 
contains a complete plan for directing and stag- 
ing a selected play. Students may also prepare 
for the direction of a short play in the regular 
theatre season; sometimes this will be their 
Senior project. Permission is required. Offered 
in 1980-81 and in alternate years. 

AVS 481/ATH 461 Seminar in Theatre: 
Theory and Values Prof. Don Cunningham 

Theatrical practice intersects with life on many 
levels, both aesthetic and practical. The value of 
man (in relation to himself, society, or God) is 
a central focus in dramatic literature. Theatre 
can also be used as a tool to examine human 
personality and behavior through role playing 
and therapy. Much modern theatre is notable 
for its commitment to direct confrontation with 
live social, political, religious, and ethical issues. 
These areas of theory and value concern will be 
examined in a seminar which will shift primary 
emphasis yearly, based on current student needs 
and availability of materials. An examination of 
the profession of acting will sometimes be a core 
in order to offer senior theatre majors greater 
self-understanding in the area of career goals. 
Background readings, reports, group projects, 
papers, and participation in laboratory work will 
be required. This course is generally open to all 
third and fourth year students. Please check 
with the department for details. 


FVS 181 Inquiry and Human Nature Staff 

This course will focus on the problems of defin- 
ing human nature and viewpoints taken by vari- 
ous disciplines such as anthropology, psychol- 
ogy, and the humanities. The course will use a 
variety of approaches: lectures, films and de- 
monstrations, discussions, projects, reports in 
the seminar groups, and individual work be- 
tween student and Mentor. Evaluation will be 
based upon discussion, four or five papers or 
projects, and a final examination. 

FVS 182 Values and the Search for Spirit 


An extension of the first seminar, the objectives 
of the course are: 1) to explore the spiritual di- 
mensions of mankind; 2) to probe one's own 
identity; 3) to encourage respect for each other's 
beliefs; 4) to encounter the range of spiritual re- 
ality in art and act; 5) to consider the importance 
of faith for life on Spaceship Earth now and in the 
future. Five major issues, such as Meditation, 
Suffering, Redemption, Action, and Vision, serve 
as the core around which revolve readings, lec- 
tures, discussions, and workshops, at which stu- 
dents experience specific spiritual dimensions. 
Evaluation will be based on a journal, written and 
creative projects, an oral report and contribution 
to discussions. 

For upper division Values Sequence col- 
loquia, see Index. 


Please see ART 



FDN 121, 122, 123 Communications: 
Writing Skills Staff 

The ability to write is an important part of com- 
munication; therefore, these personalized 
courses are designed to help a student become 
a stronger writer. Each phase of the program will 
emphasize clarity, organization, logic, content 
and mechanics. Placement levels will be deter- 
mined by a writing sample. One or more writing 

skills courses are required if the initial writing 
sample does not indicate proficient writing. For 
a more complete explanation, see page 13.) 
Within each course, prewriting, writing, and 
editing concepts will guide the numerous 
assignments: answering essay questions; devel- 
oping sentences, paragraphs, and essays, re- 
searching, organizing, and documenting papers 
of varying lengths. Writing will be done regular- 
ly in class. Class work will also include grammar 
and word study, analysis of assignments, discus- 
sion and conferencing. Course evaluation will 
be based on class participation, the progress of 
the writer, the quality of all assigned work, and 
the midterm and final essays. 

FDN 121 Writing Skills Staff 

This course is the first in the sequence of writing 
skills offerings. It is designed to help students 
master the basic form of most college writing, 
the 350-500 (or more) word essay. Four seg- 
ments comprise the course: general structure of 
the short essay, techniques and patterns that 
work for introductory, body and concluding 
paragraphs, varieties of sentence structure 
appropriate for the essay, and word choices 
available to the writer. (Enrollment limited to 

FDN 122 Writing Skills Staff 

This course, the second in the writing skills se- 
quence, enables a student writer to study, prac- 
tice and develop, in greater detail, ways to 
explain and inform a reader about the writer's 
subject. Practicable writing assignments in de- 
scription, narration, exposition and argumenta- 
tion will follow the reading and discussion of 
techniques used in models written by skillful 
writers. Semester work will include writing (both 
in and out of class) representative of the model 
types. A midterm and final essay examination 
will be given. (Enrollment limited to 20.) 

FDN 123 Writing Skills Staff 

The third course in the sequence combines the 
techniques and flexibility of lab sessions, work- 
shops and scheduled conferences to meet indi- 
vidual student need. The course is open to stu- 
dents who wish to concentrate on particular 
skills which they have not mastered for com- 
petency, and to students who wish to improve 
and polish their writing. A diagnostic measure 
will be used initially to determine the areas of 
study a student needs. Personalized writing 
assignments will be coordinated to equate with 
student level of achievement. Evaluation will be 
based on the progress and quality of the 
assigned work. (Enrollment limited.) 




Descriptions of winter term projects are pub- 
lished in a separate catalog, available about June 
1 of each year. The winter term catalog contains 
complete information on registration and other 
procedures related to winter term. Additions 
and corrections to the winter term projects list- 
ing are published early in the fall semester. As an 
indication of the range of educational opportu- 
nities available through Eckerd College during 
the winter term, the following is a list of project 
titles offered during January 1979. On Campus: 
Theatre Production; Clay Workshop: Raku 
Technique; Project in Elementary Education 
Methods; Flags and Banners: Fiber Art; Women 
in Sport; Music in the Twenty-First Century; 
Image of Imprisonment in Recent American 
Writing; Subcultures and Deviance; Psychol- 
ogy and Medicine; Operation Enterprise (Amer- 
ican Management Association); Management in 
the Year 2,000; Human Ecology; The Energy 
Problem: Now and the Future; Simple Living; 
The Economics of Public Issues; Speaking Rus- 
sian; Developing Expository Writing; Images of 
Women in French Literature; The South in 
American FHIstory; The Art of Biography; Utopi- 
an Technology and Anarchy; Varieties of Social- 
ism Since Marx; The New Religions; Perspec- 
tives on Violence; Florida's Exotic Plant Life; The 
Basics of Color Photography; Mathematical 
Modeling; Computer Project; Really Close En- 
counters; Chemistry, the Environment and the 
Future. Off-Campus: Music in England; The 
Lively Arts in London; The Economic Effect of 
Management, Government, Labor Unions on 
Technology, Trade and Productivity in Great 
Britain; Roots: Novelists on Their Home 
Ground; English Cultural Heritage; Social Issues 
in Contemporary Britain; English Science Fiction 
and Fantasy; International Banking in the Carib- 
bean (Cayman Islands); The Dry Tortugas Expe- 
dition on the Brig Unicorn; The Art and Archi- 
tecture of Renaissance Florence and Venice; 
Mexico: Language and/or Culture; Shapes of 
the Land of Enchantment (New Mexico). 



FDN 1 Living in the USA (Especially for Inter- 
national Students) Profs. Carolyn Johnston 

Dudley DeGroot 

As an introduction to living in the U.S. and 
Florida, in particular, we will discuss everyday 
problems, college living, comparative customs, 
systems and attitudes. Resource people will dis- 
cuss various aspects of U.S. culture and life. Field 
trips are planned for the local area. Topics in- 
clude American literature, health care, police 
matters, sports, working, education, religion and 
politics. In addition, special attention is paid to 
improving language skills. Evaluation will be based 
on a daily journal, group participation in discus- 
sions and activities, and a final project which re- 
flects autumn term experiences. 

FDN 2 Storytelling and the Bible 

Prof. Richard Bredenberg 

There is an old Jewish saying that if you ask a 
question of a rabbi he will answer with a story. 
Some of the world's greatest truths are contained 
in stories, and so storytelling has become a valu- 
able art. We shall cultivate that art through a 
study of the dramatic highlights of one of the 
greatest sources of stories in western culture — 
the Bible. We shall read the myths, legends, his- 
tory, biography, parables and visions to gain in- 
sight into the ancient storytellers' art. We shall 
examine those stories that have become famous 
for their use and re-use by subsequent narrators, 
writers, scholars, artists and musicians. Simul- 
taneously, we shall work to improve our dramatic 
reading skills, writing skills, and our self- 
confidence as "performers." We shall practice 
our skills with children and our colleagues. 

FDN 3 An Introduction to Psychology 
through Science Fiction 

Prof. Sal Capobianco 

This project will introduce the science of 
psychology and its subject matter, behavior, by 
applying basic behavioral principles to science 
fiction. Psychology and literature have similar 
goals: the understanding of the individual in rela- 
tion to his society. Science fiction adds still 
another dimension in bringing these fields to- 
gether by examining the effects of a highly 

technological society on individual behavior. We 
will read a collection of science fiction works 
which deal with such basic psychological proces- 
ses as learning, sensation and perception de- 
velopment, personality disorders, and biopsy- 
chology. These readings will be supplemented by 
an occasional science fiction film emphasizing 
behavioral variables. From these readings and 
films you will be asked to generalize and formu- 
late the relevant psychological concepts in group 
discussions. The final project and final synthesiz- 
ing exam will require that you integrate the 
psychological and literary material obtained from 
viewing, reading, and discussing. 

FDN 4 Fantasy Workshop Prof. James Crane 

To open the doors of your imagination to fresh 
experience, new connections and alternative 
meanings, we will begin with a series of group 
experiences in imagination, including fantasy 
trips, role playing, collage and Dadaistic poetry. 
Our focus will shift to individual and small group 
expressions in poetry, drawing, music, photog- 
raphy, or other media. This is not a project in art 
techniques. You are expected to enter with some 
experience in any art form, a willingness to take 
risks, and a sense of anticipation! Evaluation will 
be based on participation as well as the quantity 
and imaginative quality of work produced. Stu- 
dents will be expected to furnish their own 

FDN 5 A Passage to Self-Knowledge through 
Journal-Keeping Prof. Sarah Dean 

intensive journal-keeping is not the same as 
diary-keeping; however, it is a tool or instrument 
which can be used to reconstruct one's life. 
Journal-keeping uses specific procedures to 
bring about vital information lying dormant 
within one's self. To learn specific techniques for 
keeping an intensive journal, we will engage in 
specific exercises which will enable one to use a 
journal throughout one's life. This project will be 
beneficial to those who are willing to explore an 
encounter with self in the belief that growth po- 
tential lies within. The text is At a Journal Work- 
shop, by Ira Progoff, plus additional readings. 
Each person will purchase, keep, and share his/ 
her Intensive Journal during the course of this 
class. To be effective, a journal must be used in 
conjunction with group participation and indi- 
vidual consultation. 

FDN 6 Creating Music: The Art of Personal 
Expression, Emotion and Values 

Prof. Donald Fouse 

People need to express, to feel, to share. Music is 
a unique way of sharing deep, profound emo- 
tions, feelings and values that frequently can be 

expressed in no other way. Through the use of 
demonstrations, a few lectures, but mostly in- 
tense personal involvement in creating and per- 
forming music, each student may gain some sig- 
nificant secrets of the overwhelming nature of 
music. Students without music training and stu- 
dents with varying backgrounds in music will 
work together creating personal ways of expres- 
sion by composing and performing music. The 
emphasis is on personal expression, limited only 
by the ingenuity of the student. Exposure to 
some of the most profound, personal, and mean- 
ingful music ever written will be part of the proj- 
ect. Intense involvement and a willingness to try 
anything musical is needed from the student. 
Some readings by composers, musicians, and 
singers will be required. Evaluation will be on the 
basis of participation and quantity of efforts pro- 

FDN 9 Mythology As Truth 

Prof. Ashby Johnson 

The popular identification of myth with false- 
hood needs to be replaced by the recognition of 
mythology as humanity's most imaginative and 
authentic means of communicating important 
truth. This project explores the power and sym- 
bolism of myths, with the initial focus on an 
analysis of mythology as it has been perserved in 
the Classical tradition. Each participant will un- 
dertake research on a particular topic — Norse, 
Japanese, Hindu, American Indian, African, or 
Near Eastern Mythology, Mythology in Modern 
Literature, Mythology in Art, or Myth and 
Psychology. Concluding sessions will explore the 
myths we accept and use. The texts are Mircea 
Eliade, Myth and Reality and Rudolph Bultmann, 
jesus Christ and Mythology. 

FDN 7 Medicinal Chemistry: From Potions to 
Pharmaceuticals Prof. Wayne Guida 

The utilization of chemical compounds for 
medicinal purposes is a practice which is as old as 
mankind itself. Today, a number of such com- 
pounds play a vital role in medicine and it is use- 
ful for the consumer to have an appreciation for 
the kinds of substances involved. Students will 
examine the role of chemistry in medicine and 
through class discussions we will explore the 
ways in which chemical compounds have been 
used for the treatment of human ills. Through 
laboratory experiments we will also explore the 
methods employed for the preparation of several 
medicinally important compounds like aspirin 
and phenacetin. Evaluation will be based upon 
participation in discussions and the quality of a 
laboratory notebook which the student must 

FDN 8 Let There Be Light 

Prof. Reggie Hudson 

In order to see, man depends on the existence of 
visible light. During the last one hundred years, 
scientists have learned how to make use of other 
types of light to "see" things invisible to the 
human eye. (For example, both air and water ab- 
sorb light although your eyes tell you otherwise!) 
At the present time, the study of the interaction 
of matter and light can lead anywhere from the 
atoms within us to the edges of the known uni- 
verse. During this autumn term we will explore 
the broad range of applications of light absorp- 
tion and color changes in science. Together we 
will examine such things as the speeds of chemi- 
cal reactions, the water in the lakes of St. 
Petersburg, the absorption of light by suntan lo- 
tions, and even the colors of insects. 

FDN 10 Our Ethnic Heritage 

Prof. Mary Paldosh 

This autumn term project will acquaint students 
with some of the important European and Latin 
ethnic groups whose immigration into the Unit- 
ed States has had a rich and lasting impact upon 
this country. Students will investigate the tradi- 
tions and values of the German, Greek, Cuban, 
Polish, Irish, Italian, and Jewish Americans 
through readings, with field trips to Tarpon 
Springs, Tampa, and Miami. These activities 
should lead to a better understanding of the im- 
pact which ethnic groups have on the history, 
culture, and political, economic, and religious 
life of the United States. Finally, students should 
acquire a fuller understanding of their own 
ethnic origins as American citizens. Evaluation 
will be based on class attendance and discussions 
of readings, field trips, a journal and one short 
paper. To enroll in this project, students must be 
native-born United States citizens. 

FDN 11 The Way of Words: Informal Logic 

Prof. Peter Pav 

Thomas Hobbes almost said something like 
"Words are coins in the realm of ideas, but they 
are also the counterfeit money of the careless." 
Informal logic is the study of how verbal reason- 
ing works when it succeeds, how it can fail, and 
how it can often look deceptively better than it 
really is. Informal logic studies riddles, vague- 
ness, confusion, arguments, fallacies, disagree- 
ment, and definitions, both good ones and 
loaded ones. The project will analyze the nature, 
uses, and misuses of language in order to im- 
prove the distinctive human abilities to reason 
clearly and use language well, abilities important 
not only during college, but in all of life. 

FDN 12 Life Options Prof^ Molly Ransbury 

During the next few years you will be faced with 
many choices. The intention of this project is to 
help you understand the range of options that 
are open to you in two specific areas: male- 
female role-typing and career planning. You will 
read, role-play, interview others, and begin to 
develop a life plan. This plan will cause you to 
reflect upon your early development; survey 
your present values, attitudes, and hopes; and 
specify goals for your future. Texts will include 
Life Work Planning, by Kirn and Kirn. Evaluation 
will be based on class participation, caliber of 
writing, and imaginative quality of life plan. 

FDN 13 Power in American Society 

Prof. Claud Sutcliffe 

Politics has been defined as "who gets what, 
when, how." We will begin studying politics by 
asking the following questions: who has power 
in your hometown? how does Eckerd College 
work? is the United States democratic, pluralist, 
or some sort of elitist system? What are the impli- 
cations of your answers to these questions? How 

can you plan politics in these kinds of systems? 
Evaluation will be based on your research and 
writing, as we try to come up with answers to 
these questions, and your participation in class 

FDN 14 The Fiction of Self-Discovery 

Prof. Sterling Watson 

Students will read, discuss and write essays about 
short stories whose subjects are rites of passage 
— first encounters with love, mortality, perver- 
sion, hatred and loss — the benchmarks from 
which we gauge our growth as human beings. 
We will investigate the initiation tradition in liter- 
ature and the history, aesthetics, and nomencla- 
ture of the short story. Each student will write 
three short essays about fictional subjects and 
evaluate each essay in conference with the pro- 
fessor with an eye toward revision. Readings will 
be taken from Initiation: Stories and Short Novels 
on Three Themes. Evaluation will be based upon 
participation in discussion, quality of writing and 
speaking, and general understanding of what we 
are about. 


At Eckerd College, learning is not restricted to 
the classroom. It is likely that as much learning 
takes place through student life as in the class- 
room or laboratory. 

Eckerd has attempted to provide unique learning 
experiences through its residence life, student 
government, and social interaction. The Student 

Affairs staff seeks to provide varied options if you 
wish to participate in and take leadership roles in 
campus life. Naturally, you are free to develop 
your own programs and opportunities for growth 
and enjoyment. Never are you coerced into the 
traditional arenas of having to "belong," but you 
will be encouraged to engage in any meaningful 
activities supportive of your learning experience. 


St. Petersburg is a vibrant city in its own right, 
and St. Petersburg, Tampa, and Clearwater to- 
gether form a metropolitan area of over one 
million people with all the services and cultural 
facilities of any area this size. 

St. Petersburg and nearby cities offer art mu- 
seums, symphony orchestras, and professional 
theatre, in addition to road show engagements of 
Broadway plays, rock bands, circuses, ice shows, 
and other attractions for a full range of enter- 

The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training, and there are 
major golf and tennis tournaments in the area. 
Professional football fans can follow the Tampa 
Bay Buccaneers, and professional soccer fans, 
the Tampa Bay Rowdies. 

Southern Ocean Racing Conference sailing races 
are held every year, as well as many regattas for 
sail and power boats. Fine public beaches on the 
Gulf of Mexico are within bicycling distance of 
the Eckerd College campus, as are public golf 


Situated in a suburban area at the southwest tip 
of the peninsula on which St. Petersburg is lo- 
cated, Eckerd's campus is large and uncrowded 
— 281 acres with over VA miles of waterfront on 

Boca Ciega Bay and Frenchman's Creek. There 
are three small lakes on the campus, and the 
chapel is on an island in one of them. The 64 
air-conditioned buildings were planned to pro- 
vide a comfortable and efficient environment for 
learning in the Florida climate. Professors and 
students frequently forsake their classrooms and 
gather outdoors in the sunshine or under a pine 
tree's shade. Outdoor activities are possible all 
year; cooler days during the winter are not usu- 
ally severe. 


Eckerd College has seven residential complexes, 
each consisting of four houses that accommo- 
date 34-36 students. Most of the student resi- 
dences overlook the water. Each house has a stu- 
dent Resident Adviser who is available for basic 
academic or personal counseling and is generally 
responsible for the house operation. Residence 
houses are self-governed. 

A number of houses are all-male or all-female, 
while others have men on one floor and women 
on the other. Freshman students may be assigned 
to this arrangement as space is available when 
parental acknowledgment is received. Students 
under 23 years of age are required to live in cam- 
pus residences and participate in the college 
food service program. 

Social regulations and policies governing be- 
havioral expectations are listed in the Commu- 
nity Handbook. All students are referred to this 
book for information in this area. 


Activities, projects, and programs developed and 
financed in the student sector are managed by 
the Eckerd College Organization of Students 
(ECOS), whose membership consists of all ma- 
triculating students, full and part-time, at Eckerd. 
Each year, ECOS is responsible for the allocation 
of student fees for extra-curricular activities. 


Eckerd believes that student life should be as full 
and rich as possible, both in the classroom and 
outside it. We provide a broad range of extra- 
curricular activities — and if you can't find some- 
thing that suits your interests, we encourage you 
to start a new group of your own. Your free time 
can be as interesting as you want to make it. 


The Student Activities Board sponsors movies, 
coffee house programs, dances, and concerts 
featuring local and nationally known artists, and 
is a co-sponsor of the annual Black Symposium 
and Black History Week. Films on topics pertain- 
ing to the academic program are shown regularly. 

The music, art, and theatre disciplines sponsor a 
number of events throughout the year. There are 
student and faculty recitals, programs from the 
concert choir and chamber ensemble, exhibi- 
tions by student and faculty artists, dance per- 
formances, and a series of plays produced by the 
theatre workshops. 


Publications are funded by the Student Associa- 
tion and fully controlled by the students them- 
selves. Student media include WECR, the cam- 
pus radio station; Thimblerig, the student news- 
paper; Your Grace, a literary magazine featuring 
art work, prose, and poetry by members of the 
entire campus community; a yearbook; and The 
Eck Book, the student handbook. 


At Eckerd, if there is enough student interest to 
form a club or honorary society, one is formed. 
Organizations which have been established in- 
clude Afro-American Society, Association for 
Women Students, Biology Club, Choir, College 
Bowl Society, Dance, Day Students, Folk Dan- 
cers, Forensic Society, International Students, 
Literary Magazine, Management Society, Rowing 
Club, Student Speakers Bureau, Triton Sailing As- 
sociation and Sailing Team, Triton Sports Net- 
work, and Water Ski Club and Team. 


The College Chaplain seeks to nurture student 
religious concern, to stimulate voluntary activity, 
and to foster understanding of the Christian faith 
and the religious traditions represented in the 
college community. Eckerd College was founded 
by the Presbyterians of Florida and maintains a 
strong covenant relationship with them. Its fac- 
ulty, courses, chaplaincy, and voluntary activities 
express this concern of the college. Voluntary 
weekday campus chapel services provide a focus 
for all interested members of the community to 
share in spiritual refreshment. 

Regardless of your religious tradition, you are 
encouraged to search the sources of your own 
faith, enter into fruitful dialogue with students of 
other faiths, use the institutional resources in 
personnel, courses, library, and informal groups 
to apply spiritual insights to your own life, and 
join in developing a true community life at Eck- 
erd. We believe that difficult moral issues can be 
better resolved by college men and women in a 
context of revitalized religious faith. 


Eckerd's waterfront program, one of the largest 
collegiate watersports programs in the South- 
eastern U.S., is one of the most exciting recrea- 
tional opportunities on our campus. The 
facilities, located on Frenchman's Creek, include 
boathouse, support buildings, three docks, 
ramp, hoist, fishing equipment, camping equip- 
ment and our fleet of over 50 boats, including 
canoes, sailboats, power boats and rowing shells. 
If you own a boat, you can arrange to store or 
dock it here. 

The Eckerd Water Safety and Rescue Team is a 
volunteer student group that conducts search 
and rescue operations in nearby waters. They are 
sponsored by the American Red Cross and re- 
ceived that organization's national award for their 

Teams, clubs and instruction are offered in all 
areas of water sports, including sailing, canoeing, 
rowing, scuba diving, water skiing, fishing and 


Eckerd College is a member of the National Col- 
legiate Athletic Association and the Association 
for Intercollegiate Athletics for Women. A full in- 
tercollegiate schedule in men's soccer, tennis, 
baseball and basketball is played. Women's inter- 
collegiate sports include basketball, volleyball, 
Softball and tennis. The college has made a 
strong commitment to building an outstanding 
total sports program. 

Intramural sports are organized as competition 
among houses. The day students also have a 
team. All students are eligible to participate in 
the wide range of intramural activities, which in- 
clude football, Softball, soccer, volleyball, bas- 
ketball, tennis, billiards, bridge, table tennis, 
swimming, bowling and chess. In addition, 
sports clubs may be organized around fencing, 
swimming, sailing, canoeing, and aikido. The 
McArthur Physical Education Center houses 
locker rooms. Physical Education faculty offices, 
two basketball courts, a ballet station, a gymnas- 
tic area, a wrestling station, four badminton 
courts, and three volleyball courts. The campus 
also has tennis courts, a swimming pool, and 
acres of open space where you can practice your 
golf swing. 

At Eckerd College a student may benefit not only 
from traditional competitive team sports and in- 
tramural programs, but from other recreational 
pursuits ranging from waterfront activities, per- 
sonal fitness programs through tai chi chaun and 
New Games. 


There will be times during your college career 
when you will want advice and counsel. For 
academic advice the place to start is with your 
Mentor or with any of your professors. You are 
welcome to seek the counsel of any adminis- 
trator in Student Affairs or elsewhere. Personal 
assistance is readily available in the Counseling 
Center, should you feel you need extra stimula- 
tion and support toward personal growth or to- 
ward the further development of skills for coping 
with social or academic problems, or for career 
development counseling. The Counseling 
Center is located in Lindsey Hall and is staffed 

with a psychologist capable of skilled listening, 
understanding and assistance. For further clarifi- 
cation of counseling services, please refer to the 
Community Handbook. 


Eckerd's medical service is directed by a physi- 
cian who is at the Health Center two hours every 
Monday through Friday. A registered nurse is on 
duty 8 a.m. to midnight, Monday through Friday. 
Medicines may be purchased for minimal fees. 
Brief stays in the Health Center may be arranged 
for minor illness; otherwise, community hospi- 
tals are used. The college notifies parents when 
community hospitalization is necessary. 

All students must file an official health form as 
part of the admissions procedure. Treatment in 
the Health Center may not be available until this 
form is received. Health Insurance is provided 
for all students and is included in the total com- 
prehensive fee. The student health policy in- 
cludes maximum coverage of $3,000 for accidents 
only (which must be reported within twenty days 
of the accident). It includes coverage for a $35 
medical consultant fee when ordered by the col- 
lege physician. The policy covered by total com- 
prehensive fees is for nine months only. Optional 
summer coverage may be purchased for $5 addi- 
tional, paid by the student. An optional sickness 
coverage may be obtained by paying $20 addi- 


As evidence of its active commitment to recruit 
and encourage minority students, Eckerd sup- 
ports a number of programs in this field. Special 
weekend visits to the campus give minority stu- 
dents who are considering Eckerd College a 
chance to view the college, visit the faculty, live 
in the dorms, and talk with other students. 

The Afro-American Society helps plan a full range 
of programs for its members and the campus 
community, including Black History Month and 
the Black Symposium. The office of Afro- 
American Supportive Services is available to pro- 
vide assistance for any special needs of minority 


Eckerd College has been committed to interna- 
tional education from its founding day. While we 
continue to provide opportunities for students to 
enrich their education in foreign countries, the 
Eckerd campus itself has become a center where 
international students come to pursue a variety 
of studies. More than 37 countries are rep- 
resented among the students presently enrolled. 

The majority of the international students par- 


ticipate in the regular college programs pursued 
by all Eckerd students. A few who need assis- 
tance in strengthening communication skills in 
English register for courses specially designed for 
them. The International Student office coordi- 
nates and extends a wide variety of services to 
the international students. This office maintains 
close contact with the students from the time 
they make their first inquiry to the college until 
their graduation. 


Students who are married, are over 22 years of 
age, or who live with their family are provided 
with campus post office boxes to receive com- 
munications. Additionally, a Day Student Lounge 
is provided in the west wing of Lindsey Hall with 
lockers, desks, and other facilities. Opportunities 
for participation in campus sports, activities, cul- 
tural events, and student government (ECOS), 
are available to day students. Ail cars, motorcy- 
cles, and bicycles are registered by the Physical 
Plant staff. 

Eckerd College seeks academically qualified stu- 
dents of various backgrounds, national and 
ethnic origins. Further, we seek students who 
show evidence of being competent "givers" and 
who therefore show promise for making positive 
contributions to fellow members of the Eckerd 
College community. When you apply, we will 
look at your academic performance in liberal arts 
courses (mathematics, science, social studies, 
language and literature, creative arts). We will 
also consider your performance on the college 
entrance examinations (ACT or SAT). Students 
whose native language is not English can choose 
to replace the ACT or SAT with the TOEFL exami- 
nation. Achievement tests are not required but 
are highly recommended. Your potential for per- 
sonal and academic development is important 
and in this respect we will look closely at your 
personal essay, record of activities and recom- 
mendations from your counselors or teachers. 
Admissions decisions are made by the Admis- 
sions and Scholarship Committee which includes 
faculty and students. Decisions are made on a 
rolling basis beginning in October and continu- 
ing through the academic year for the following 
fall. Students considering mid-year admission for 
either winter term (January) or spring semester 
(February) are advised to complete application 
procedures by December 1. Applicants for fall 
entry should complete procedures by May 1. 


High school Juniors and Seniors considering 
Eckerd College should have taken a college pre- 
paratory curriculum. Our preference is for stu- 
dents who have taken four units of English, three 
units each of mathematics, sciences and social 
studies, and two units of a foreign language. Al- 
though no single criterion is used as a determi- 
nant for acceptance and we have no automatic 
"cutoff" points, the great majority of students 
who gain admission to Eckerd College have a 
high school average of B or better in their college 
preparatory courses and have scored in the top 
40% of college-bound students taking the ACT or 


1. Request application forms in Junior year or 
early in your Senior year from the Dean of Ad- 

2. Complete and return your application to the 
Dean of Admissions, with an application fee of 
$15 (non-refundable) at least two months prior 
to the desired entrance date. Students who are 
financially unable to pay the $15 application fee 
will have the fee waived upon request. 


3. Request the guidance department of the sec- 
ondary school from which you will be graduated 
to send an academic transcript and personal re- 
commendation to: Dean of Admissions, Eck- 
erd College, Box 12560, St. Petersburg, Florida 

4. Arrange to take the Scholastic Aptitude Test, 
offered by the College Entrance Examination 
Board or the ACT Test Battery, offered by the 
American College Testing Program. Take your test 
in spring of Junior year or early fall of Senior year. 


Eckerd College welcomes students from other 
colleges, universities, junior and community col- 
leges. Applicants are expected to be in good 
standing at the institution last attended and eligi- 
ble to return to that institution. 


1. Complete and return application form to the 
Dean of Admissions with an application fee of $15 
(non-refundable) at least two months prior to the 
desired entrance date (see calendar for various 
entry points). 

2. Request that official college transcripts be sent 
to us from every college or university you have 

3. Send us record of college entrance exams 
(SAT or ACT). 

4. Request a letter of recommendation from one 
of your college professors. This may be waived 
upon request for students who have been out of 
college for several years. 

5. if you have been out of high school for less 
than two years, we will need a copy of your high 
school transcript. 


After you have been accepted for admission your 
transcript will be forwarded to the College Regis- 
trar for credit evaluation. All transfer students re- 
ceiving the Associate in Arts degree from a re- 
gionally accredited two-year college will be ad- 
mitted at the third-year level at Eckerd. 

Veterans and other applicants who are older and 
wish to transfer old credits or whose earlier 
academic records are unavailable or unusual are 
requested to direct special inquiry to the Admis- 
sions Office. 

The transfer of credit from other accredited col- 
leges and universities depends upon the com- 
parability of the courses taken to those offered at 
Eckerd College and the approval of the academic 
discipline concerned. In general, courses in the 
liberal arts are transferable. Grades below C are 
not acceptable for transfer Students wishing to 

transfer for spring term should initiate applica- 
tion before Decemberl. 


Students who have not completed a high school 
program but who have taken the General Educa- 
tion Development (GED) examinations may be 
considered for admission. In addition to submit- 
ting GED test scores, students will also need to 
supply ACT or SAT test results. 


Students considering Eckerd College are strongly 
urged to visit our campus and have an interview 
with an admissions counselor. We also encour- 
age you to visit a class and meet students and 
faculty members. An interview is not a required 
procedure for admission but is always a most 
beneficial step for you the student, as well as for 
those of us who evaluate your candidacy. 


All students who have been accepted for admis- 
sion are asked to deposit a $100 acceptance fee 
within thirty days of acceptance or within thirty 
days of a financial aid award. This fee is refund- 
able until May 1 for fall applicants and until De- 
cember 1 for winter term and spring semester 
applicants. Students who are accepted after 
November 15 for mid-year entry or after April 15 
for fall entry will be expected to reply within fif- 
teen days of acceptance with a $100 non- 
refundable fee. The acceptance fee is applied 
toward tuition costs and credited in the student's 
account. Again, accepted applicants may await 
receipt of a financial aid award before making the 
acceptance deposit. 

A Student Information Form and a Health Form 
are sent to all accepted students. The Student 
Information Form should be returned within two 
weeks of acceptance or should accompany the 
acceptance fee. This form enables us to begin 
planning for needs of the entering class of resi- 
dential and commuting students. 

The Health Form should be completed by your 
personal physician and needs to be forwarded to 
our office prior to the enrollment date. 


Eckerd College admits students who wish to 
enter college directly after their Junior year in 
high school. Application procedures are the 
same as outlined above. In addition, candidates 
are required to have an interview with an admis- 
sions counselor. If travel to the college is not pos- 
sible we will attempt to make arrangements for 
an interview in your state of residence. 


A student who has been accepted for admission 
for a given term may request to defer enrollment 
for up to one year. Requests should be addressed 
to the Dean of Admission. 


Eckerd College awards course credit on the basis 
of scores on the Advanced Placement Examina- 
tions administered by the College Entrance 
Examination Board. Students who have obtained 
scores of four or five will automatically be 
awarded credit. Scores of three are recorded on 
the student's permanent transcript and are 
referred to the faculty of the appropriate discip- 
line for recommendations concerning credit. 
Applicants who seek advanced placement should 
have examination results sent to the Dean of 


Course credit will also be awarded on the basis of 
scores received on the College Level Examination 
Program (CLEP). Credit is awarded only for the 


American Government 
American History 
American Literature 

Educational Psychology 
English Composition 
General Psychology 
Introductory Accounting 
Introductory Calculus 
Introductory Economics 
Introductory Sociology 
Western Civilization 

CLEP results should be sent to the Dean of Ad- 


At Eckerd College we are most fortunate to have 
students from approximately thirty-seven coun- 
tries who by their presence greatly enrich the 
college community. Some are native speakers of 
English; many are not. In all cases, the Admis- 
sions and Scholarship Committee gives special 
attention to the evaluation of students who have 
completed their secondary education abroad. 
Candidates whose native language is not English 
should submit the TOEFL scores in lieu of SAT or 











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8 hours 


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8 hours 


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8 hours 

ACT scores. Students who have Certificates of 
Completion of an English Language program may 
submit a transcript from that program as evi- 
dence of proficiency in English. 


1. Complete and return the application form 
with an application fee of $15 (non-refundable) at 
least three months prior to the desired entrance 

2. Request that official secondary school records 
be sent to us. We will need to receive an explana- 
tion of the grading system. 

3. Transfer applicants should submit official uni- 
versity records with an explanation of the grading 

4. Results of the Test of English as a Foreign Lan- 
guage (TOEFL) for non-native students of English 
should be submitted. Others are urged to take 
SAT or ACT. 


The following international diplomas are ac- 
cepted for consideration of admission with ad- 
vanced standing: 

The General Certificate of Education of the British 
Commonwealth. Students with successful scores 
in at least three "0" levels and two "A" levels may 
be considered for advanced placement. 

The International Baccalaureate Diploma may 

qualify a candidate for placement as a Sopho- 
more at Eckerd College. 


If you have previously enrolled at Eckerd College 
and wish to return you should write or call the 
Dean of Students office. It will not be necessary 
for you to go through Admission procedures 
again. However, if you have been enrolled at 
another college or university you will need to 
submit a transcript of courses taken. 


All students accepted for admission to Eckerd 
College who are U.S. citizens or permanent resi- 
dents are eligible to receive aid if they demon- 
strate financial need. Since funds are limited, 
priority is given on the basis of grades, test 
scores, recommendations, and special talents. 
Most students receive an "aid package" consist- 
ing of scholarship, grant, loan, and campus em- 
ployment. In many cases, the financial aid pack- 
age offered to a student may reduce his out-of- 
pocket tuition payment to less than he would pay 
at a state college or university. It is a rare case 
where Eckerd College is unable to help a student 
develop financial plans adequate to enable him 
to attend. 

Decisions regarding financial assistance can be 
made immediately upon admission to the col- 
lege, and receipt of the necessary financial aid 
credentials: Financial Aid Form (FAF) of the Col- 
lege Scholarship Service or the Family Financial 
Statement (FFS) of the American Testing Service. 

Any Florida student applying for financial aid 
from Eckerd College should complete and file an 
application for a Florida Student Assistance 
Grant. Application is made through the submis- 
sion of the FFS or FAF 

Many of the sources of financial aid administered 
by Eckerd College are controlled by governmen- 
tal agencies external to the college. Examples of 
programs of this type are Basic Educational Op- 
portunity Grants (BEOG), Supplementary Educa- 
tional Opportunity Grants (SEOG), Florida Stu- 
dent Assistance Grants (FSAG), National Direct 
Student Loans (NDSL), and the College Work 
Study Program (CWSP). These programs are 
likely to change during the effective period of 
this catalog. Therefore please write or contact the 
office of Financial Aid, Eckerd College, St. 
Petersburg, Florida 33733 for the most current in- 
formation concerning these programs. 



The Thomas Presidential Scholarships are a rec- 
ognition of outstanding merit without regard to 
financial need. Each year five Freshmen are 
selected to receive a $2,500 scholarship, renewa- 
ble each year for a total of $10,000. Students in 
the top 20% of their high school class are en- 
couraged to apply. Selection criteria for this 
award include academic achievement, creative 
talent and character. Application deadline is 
March 1. A separate application is required and is 
available on request. 


The Eckerd College Honors Scholarships seek to 
recognize the forty most outstanding applicants 
for admission (Freshmen and transfers). Scholar- 
ship finalists will be selected from among all 
applicants for admission without regard to finan- 
cial need. A student receiving an Honors Schol- 
arship may receive up to $2,000 renewable yearly. 
No separate application is required. However, for 
priority consideration students should apply for 
admission no later than April 1 and should in- 
clude the following items in their application 

a) letter of recommendation from a teacher 
emphasizing student's abilities and future 

b) personal statement or autobiographical 
sketch describing interests, academic 
achievements, leadership qualities, and fu- 
ture goals; 

c) any additional materials which would best 
acquaint the selection committee with the 
student's promise; 

d) Financial Aid Form (F.A.F.) of the College 
Scholarship Service in Princeton, New Jer- 
sey, or the Family Financial Statement of the 
American College Testing Program, Iowa 
City, Iowa. 


The Eckerd College Achievement Scholarships 
provide recognition and encouragement to stu- 
dents who have excelled in a particular area of 
endeavor. All students accepted for admission 
are eligible to compete for these scholarships. 
Awards will be made on the basis of outstanding 
talent or achievement in any of the following 

a) achievement in math, science, English, so- 
cial studies, behavioral sciences, foreign 
languages or any specific area of academic 

b) special talent in the creative arts — music, 
theatre, art, writing, etc.; 

c) demonstrated leadership and service in stu- 
dent, community or church organizations; 

d) special talent in men's or women's athletic 

Achievement Scholarship winners may receive 
up to $2,000 renewable yearly. No separate appli- 
cation is required but for priority consideration 
students should apply for admission prior to 
April 1 and submit the following: 

a) Financial Aid Form (F.A.F.), or Family Finan- 
cial Statement (F.RS.); 

b) letter of recommendation from teacher, ad- 
visor or coach directly involved in student's 
achievement area; 

c) additional materials the student wishes to 
submit in support of his or her credentials. 


The Eckerd College Church and Campus Schol- 
arships are a recognition of merit for Presbyterian 
students who have been recommended by their 
pastor and possess traits of character, leadership 
and academic ability which in the pastor's opin- 
ion demonstrate the promise to become out- 
standing Christian citizens — either as a lay per- 
son or a minister. Students recommended by 
their pastor who become recipients of a Church 
and Campus Scholarship will receive a grant of 
$2,400 to be used during the Freshman year or to 
be divided equally over four years. This award is 
not based on financial need. Scholarship winners 
may apply for supplemental financial aid. More 
scholarship details are available on request. 


This scholarship program has been established 
for employees and dependents of employees of 
the Jack Eckerd Corporation and of the Jack and 
Ruth Eckerd Foundation. Students who qualify 
and who are accepted for admission will receive 
a $2,500 grant renewable each year. Students with 
demonstrated financial need may apply for sup- 
plemental financial aid. 


Grants are non-repayable awards made to stu- 
dents on the basis of specific criteria or skills 
within the limits of demonstrated financial need. 
Two important sources of grant funds are the 
federal government and state governments. 


These grants are awarded from federal funds by 
the Office of Education. With the passing of the 
Middle Income Bill, families with incomes up to 
$26,000 may qualify. Awards range from $200 to 
$1800 each academic year. Application is made 
through the submission of the FAR or FFS. The 
student's account will be credited with the 
amount stated on the Student Eligibility Report 
generated by the application. 


These grants are awarded from federal funds and 
administered by the college. They are limited to 
students with exceptional financial need. SEOG 
funds must be matched by certain other funds, 
usually loans or College Work Study funds, to 
complete the student's total financial plan. EOG 
program guidelines are subject to modification. 
Consult the office of Financial Aid, Eckerd Col- 

lege, for the most recent information about these 
grants at the time of application. 



Inquiries relating to Social Security Benefits 
should be directed to the student's local Social 
Security Office. The Office of the Registrar will 
submit enrollment certificates issued by the So- 
cial Security Administration for eligible students, 
providing the student registers as full-time. It is 
the student's responsibility to notify the Social 
Security Administration when enrollment ceases to 
be full-time. 


Eckerd College is approved for the education and 
training of veterans, service members, and de- 
pendents of veterans eligible for benefit under 
the G.I. Bill. Students who may be eligible for 
V.A. benefits are urged to contact their local V.A. 
Office as soon as accepted by the college, and 
must file an application for benefits through the 
Office of the Registrar. No certification can be 
made until the application is on file. Since the 
first checks each year are often delayed, it is ad- 
visable for the veteran to be prepared to meet all 
expenses for about two months. There are spe- 
cial V.A. regulations regarding independent 
study, audit courses, standards of progress, spe- 
cial student enrollment, dual enrollment in two 
schools, and summer enrollment. It is the stu- 
dent's responsibility to inquire concerning special 
regulations and to report any change in status 
which affects the rate of benefits. 


The Florida Student Assistance Grants (FSAG) are 
awarded on the basis of demonstrated financial 
need to residents of Florida who attend college in 
the state. These grants may range up to a 
maximum of $1,200, depending on the demon- 
strated need of the applicant and the availability 
of funds. Application is made through the sub- 
mission of the FAF or FFS. 


These grants are available to students who rank 
in the upper one-half of their graduating class 
and demonstrate financial need. Achievement in 
various curricular and co-curricular activities is 
considered. Special consideration is given to the 
sons and daughters of Presbyterian ministers or 
missionaries in recognition of the institution's 
Presbyterian heritage and relationships. 


Many families whose current income and savings 
are not sufficient to finance college expenditures 
borrow funds through low interest educational 
loans to supplementtheirfinancing plans. 


Guaranteed student loans are available from local 
banks and lending agencies at rates of interest 
that cannot exceed seven percent annually. De- 
pending on the availability of funds, students 
may borrow up to $2,500 per year not to exceed 
$7,500 in their undergraduate work for educa- 
tional expenses. The federal government will pay 
the total interest while the student is enrolled 
fulltime and during periods of authorized defer- 
ment. Repayment in monthly installments of not 
less than $30 usually begins nine months after the 
student graduates or leaves college. It is impor- 
tant to note that under the present regulations 
financial need does not have to be demonstrated 
in order to obtain a guaranteed student loan, and 
there is no income nor asset limit. Families in- 
terested in this program should contact their 
local banker for complete current information. 
The processing of guaranteed student loan appli- 
cations usually requires six to eight weeks. 


The National Direct Student Loan program is ad- 
ministered by the college from federal and col- 
lege funds. To qualify for a NDSL, the student 
must apply to the college and demonstrate finan- 
cial need. Since funds are limited, academic per- 
formance and personal qualifications are consid- 
ered in awarding NDSL funds. The federal 
government pays all interest charges until the 
beginning of the repayment period which nor- 
mally begins nine months after completion of 
formal study. Interest charges during the repay- 
ment period are only three percent per year on 
the unpaid balance. 


Monthly payments may be arranged by the family 
through one of four different companies. Con- 
tact the office of Financial Aid, Eckerd College for 
current information. 


Eckerd College has limited loan funds available, 
usually for temporary emergency situations. For 
details, contact the Financial Aid office. 


In many local communities there are scholarships 

provided each year by various church, civic and 
business organizations to children of members, 
citizens, and employees. 


The Financial Aid office assists students in finding 
part-time employment on campus. Preference is 
given to students who demonstrate financial 
need. Campus employment opportunities in- 
clude work as a clerk or secretary, a food service 
employee, a custodian or maintenance worker, 
lifeguard, or a laboratory assistant. Information 
on off-campus jobs is available through the 
Career-Services office. 


1. Entering students should follow the admission 
procedures described on page 97. 

2. Submit either the Financial Aid form (College 
Scholarship Service) or the Family Financial 
Statement (American College Testing Prog- 
ram) and indicate that a copy of the analysis 
should be sent to Eckerd College. Copies of 
these statements may be obtained from the 
high school guidance office. 


The Scholarship and Financial Aid Committee de- 
termines which applicants will receive scholar- 
ships or other awards from Eckerd College. The 
committee also determines the amount of aid 
which will be granted to those who are selected 
as recipients. The criteria used in selecting recip- 
ients include high school grades, class rank, en- 
trance test scores, special aptitudes or skills, and 
degree of contribution to school and community 
life. The specific amount of awards generally is 
based on demonstrated financial need. 


Financial aid to a student at Eckerd College is 
renewable on an annual basis. A need analysis 
must be completed each year prior to April 1 for 
the following academic year. Each student receiv- 
ing aid must maintain a minimum cumulative 
grade average of 1.5 for Freshmen, 1.75 for 
Sophomores and 2.0 for Juniors and Seniors. The 
student with a grade point average less than the 
minimum will be on financial aid probation for 
one semester If the grade point average does not 
meet the minimum requirements at the end of 
the probationary semester, the student will be 
ineligible for aid the following semester. Appeals 
of financial aid awards may be made in writing to 
the Admissions and Scholarship Committee. 


Eckerd College is a private, non-tax-supported 
institution. Tuition and fees pay only a portion 
(approximately 55%) of the educational costs 
per student. Thanks to the support of donors, 
the balance of costs is paid from endowment 
income and gifts from individuals, the Presby- 
terian Churches, and various corporations. 

The following schedules list the principal ex- 
penses and regulations concerning the payment 
of fees for the academic year 1979-80. All fees and 
expenses listed below are those in effect at the 
time of the publication of the catalog. They are 
subject to change by the action of the Board of 
Trustees. When such changes are made, notice 
will be given as far in advance as possible. 


The annual fees for full-time students for the 
1979-80 academic year include two semesters 
and one short term (autumn term for Freshmen, 
winter term for upperclassmen). 

Resident Commuter 

Tuition $3,995^ $3,995 

Room and Board 1 ,625^ 

Total $5,620 $3,995 

^The full-time tuition fees cover a maximum of ten (10) 
course registrations plus one short term during the 
academic year provided that no more than five courses 
are taken per semester. Students registering for more 
than five courses per semester or ten courses per year 
will be charged an additional tuition of $445 per 
course. A student registering for a year-long course, 
may register for six courses in one semester and four 
in the other with no additional charges. 

^Students with home addresses outside the immediate 
vicinity of the college are requested to live on campus. 
Exceptions to the requirement may be made with the 
approval of the Dean of Residential Affairs. Since resi- 
dent students are required to participate in the board 
plan, all resident students will be charged for both 
room and board. 

A Student Association Fee of approximately 
$65.00 per academic year is collected in addition 
to the above charges. Cost of books and supplies 
will be in the neighborhood of $200 to $225. 


Tuition (full-time) per semester: $1775.00 

Tuition, autumn or winter term: $ 445.00 

Associated Students Fee, per semester: $ 65.00 




Fall and 
Room short term Spring 

Double occupancy, each $385.00 $295.00 

Double room, 

single occupancy 770.00 590.00 

Single room 531.00 441.00 

Base room rate ($385 and $295) has been included 
in Comprehensive Charges. Charges above the 
base rate for single occupancy of double room or 
for single room will be added to Comprehensive 

Room Damage Deposit: $27.00. This deposit is 
required in anticipation of any damage which 
may be done to a dormitory room. If damage is in 
excess of the deposit, the balance will be applied 
to the student's account. Any balance left of the 
deposit will be refunded to the student upon 
leaving college. 

Fall and 
Board short term Spring 

19 meal plan: $530.00 $415.00 

13 meal plan: 480.00 379.00 

10 meal plan: 425.00 335.00 


Tuition per course: $445.00 

Students are considered part-time when they en- 
roll for fewer than three courses per semester. 


Tuition per course: $445.00 

Fee for students enrolling in more than five 
courses per semester. 


Tuition per course (no credit or evaluation): 


Full-time students may audit courses without fee 
with the permission of the instructor. 


Late registration (for registration after registration 
day): $17.00 

Late payment (for payment of fees after registra- 
tion day): $58.00 

Late readmission: $6.00 

Late physical examination (for new students who 
have not had physical examination by registration 
day): $29.00 


Acceptance Fee (new students): $100.00 

A fee to cover the administrative cost of setting 
up student files once a student has been ac- 
cepted by the Admissions Office. The fee will be 
applied against the comprehensive charge. 

Accident Insurance (optional): $9.00 

An extension of accident insurance to 12 months 
(nine months is included in comprehensive 
charges). This may be purchased without health 

Application Fee (new students): $15.00 

A fee to cover the administrative cost of proces- 
sing an application of a new student. 

Credit by Examination Fee: $223.00 

A fee for administering an examination to deter- 
mine proficiency in a particular subject to receive 
course credit. - 

Health Insurance (optional): $45.00 

Full twelve months of health insurance is availa- 
ble to all students upon completion of forms. 
The full twelve months of accident insurance is 
mandatory for all students desiring health insur- 
ance and is included in this fee. 

Leave of Absence Fee: $17.00 

This amount covers the entire leave of absence 
period and must be paid prior to the start of the 
leave period. 

Lost Key Fee: $25.00 

Resident students are issued keys to their rooms. 
The fee for replacing a lost key is $25.00 

Orientation Fee (Freshmen only): $14.00 

A fee charged to all Freshmen to help cover the 
cost of the orientation program provided for all 

Readmission Fee: $27.00 

This fee is required for each student returning for 
the succeeding academic year in order to hold 
the student's place in the next entering class and 
to reserve a room for each resident student. 

Re-Examination Fee: $58.00 

A fee for administering a re-examination of 
course material. 

Transcript Fee: $1 .00 

After an initial free transcript there is a $1.00 
charge per transcript. 

Applied Music Fees 

These fees apply even though music lessons are 
not taken for credit, and are fees in addition to 
regular tuition charges. 

One hour per week 
One half-hour per week 

Semester Year 

$155.00 $310.00 

$ 78.00 $156.00 


Each full-time student is automatically covered by 
group accident insurance for the academic year 
(nine months) with Continental Insurance Com- 
pany, at no additional cost to the parents of the 
student. An extension of this accident insurance 
to cover the additional three-month period of the 
summer is available at a premium of $9.00- An 
optional health-sickness policy is available, which 
would cover a twelve-month period. However, if 
the health-sickness policy is subscribed to for the 
period, it is compulsory to subscribe to the acci- 
dent extension insurance for the additional 
summer three months at a fee of $45 for the 
combination. This is strongly recommended for 
all students and required for international stu- 
dents. Parents are advised to check any off- 
premise coverage for fire or theft that may be 
provided under their own policies. 


Students should come prepared to pay all 
charges on the day of registration or should have 
payments from home mailed to reach the Eckerd 
College Business Office at least two weeks prior 
to the date of registration. No student shall be 
permitted to register for a given semester until all 
indebtedness for prior terms has been paid in 

Students who have unpaid bills at the college are 
subject to dismissal from the college and, as long 
as such payments remain unpaid, may not re- 
ceive transcripts of credit or any diploma. 

Eckerd College does not have a deferred pay- 
ment plan. Students desiring a monthly payment 
plan must make arrangements through one of 
the following companies providing that service: 

American Management Services, Inc. 
1110 Central Avenue 
Pawtucket, Rhode Island 02861 

Education Funds, Inc. 
EFI — Fund Management Corporation 
Presidential Plaza, Suite 3200 
Chicago, Illinois 60601 

Insured Tuition Payment Plan 
Attention: R.L. Bounds, C.L.U. 
1100 Universal Marion Building 
21 West Church Street 
Jacksonville, Florida 32202 


Students withdrawing within 25 days of the first 
class of any module for reasons approved by the 
college will receive tuition refunds for that 
module as follows: 

Within 7 days 75% 

Within 15 days 50% 

Within 25 days 25% 

After 25 days no refund 

Students withdrawing within 15 calendar days of 
the first class day of any short term (autumn term 
or winter term) will receive tuition refunds for 
that term as follows: 

Within 7 calendar days 50% 

Within 15 calendar days 25% 

After 15 days no refund 

Room charges for resident students are not re- 
fundable. Unused portion of meal tickets will be 
refunded on a pro-rata basis. 

Revised charges for students withdrawing from 
college will be paid from the following sources in 
this order: 1) from payments made by the stu- 
dent or the student's parents; 2) from outside 
scholarships and loans, if any; 3) from Eckerd 
College loans and National Direct Student Loans, 
if any; 4) from Eckerd College financial aid, if any. 
Any Eckerd College aid not needed to cover re- 
vised charges will be removed from the student's 
account and not refunded. 

Refunds of federal and state grants and loans are 
made in accordance with government regula- 

Whenever a student is required to withdraw be- 
cause of unsatisfactory conduct, no refund will 
be made. 

No refunds will be made to withdrawing students 
until the withdrawal process is completed. 

The Tuition Plan, Inc. 
Concord, New Hampshire 03301 

All arrangements and contracts are made directly 
between the parent and the tuition financing 



Faculty of the Collegium of 
Behavioral Science 

Tom Oberhofer 

Chair, Behavioral Science 

Associate Professor of Economics 

B.S., Fordham University 

M.A., Ph.D., Rutgers University 
Salvatore Capobianco 

Assistant Prof essor of Psychology 

B.A., M.A., University of Kansas 

Ph.D., Rutgers University 
Theodore M. Dembroski 

Associate Professor of Psychology 

B.S., Ph.D., University of Houston 
Mary Ann J. Giacchino 

Assistant Professor of Physical 


Coordinator, Women's Athletics 

B.S., Murray State University,Kentucky 

M.S., Hofstra University 
Peter K. Hammerschmidt 

Assistant Professor of Economics 

B.S., M.S., Ph.D., Colorado State 

James R. Harley 

Associate Professor of Physical 

Director of Athletics 

B.S., Georgia Teachers College 

M.A., George Peabody College 
Eugene R. Lebrenz 

Associate Professor of Economics and 


B.B.A., Upsala College 

M.B.A., Seton Hall University 

D. Ed., Northern Illinois University 
James M. MacDougall 

Associate Prof essor of Psychology 

B.S., Highlands University, New 

M. A., Ph.D., Kansas State 
John P. Mayotte 

Assistant Professor of Physical 


B.S., Castleton State College 

M.S., College of St. Rose 

M.A., University of South Florida 
Anne A. Murphy 

Assoc;afe Professor of American 
Political Behavior 

B. A., College of Wooster 

B.D., Yale Divinity School 

Ph.D., University of North Carolina 
Philip H.Siegel 

Assistant Professor of Business 

B.A., Wilkes College 

M.B.A., University of Cincinnati 
Claud R. Sutcliffe 

Associate Professor of Political Science 

B.A., Pomona College 

M.A., Ph.D., Princeton University 

Robert B.Tebbs 

Associate Professor of Management 

and Organizational Behavior 
B.A., University of Colorado 
M.A., Ph.D., Universityof Wyoming 

Jacks. Williams 
Associate Prof essor of Sociology 
B.A., Universityof South Florida 

William E. Winston 
Assistant Professor of Sociology 
B.A., Central Washington State 
M. A., Washington State University 

Faculty of the Collegium of 
Comparative Cultures 

William H. Parsons 

Chair, Collegium of Comparative 

Associate Professor of hiistory and 

Russian Studies 
A.B., Grinnell College 
M.A., Harvard University 
Ph.D., Indiana University 
Clark H. Bouwman 

Professor of Sociology 
Dean of Special Programs 
B.A., Kalamazoo College 
B.S., Western Michigan University 
M.A., Ph. D., New School for Social 
Dudley E. DeGroot 
Professor of Anthropology 
B.A., Universityof West Virginia 
M.A., Universityof New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 
Professor of Spanish and Hispanic 

Area Studies 
Associate Dean, International Students 

Programs and Admissions 
B.S., Seton Hall University 
M.A., Ed. D., Columbia University 
Teachers College 
Henry E.Genz 
Prof essor of French Language and 

A.B., Emory University 
M.A., UniversityofWisconsin 
Ph.D., Case Western Reserve University 
E.Ashby Johnson 
Professor of Philosophy and 

A.B., Presbyterian College, South 

B.D.,Th.M.,Th.D., Union 
Theological Seminary, Virginia 
Gilbert L.Johnston 
Associate Professor of Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Ph.D., Harvard University 

Kenneth E. Keeton 

Professor of German Language and 

A.B., Georgetown College 

M.A., Universityof Kentucky 

Ph.D., Universityof North Carolina 
Mary C. Paidosh 

Assistant Professor of German 
Area Studies 

B.A., M.A., University of 


Ph.D., University of Massachusetts 
Vivian A. Parsons 

instructor in Russian 

A.B., Brandeis University 

MAT., Harvard University 
Hendrick Serrie 

Assistant Professor of Anthropology 

B.A., University of Wisconsin 

M.A., Ph.D., Northwestern Universii 
Pedro N.Trakas 

Professor of Spanish 

A.B.,Wofford College 

M.A., Universidad Nacional de 

Ph.D., Universityof North Carolina 

Litt.D.,Wofford College 

Faculty of the Collegium 
of Creative Arts 

Molly K. Ransbury 

Chair, Creative Arts Collegium 
Associate Professor of Education 
B.S., M.S., State Universityof 

New York 
Ed.D., Indiana University 

Richard R. Bredenberg 
Professor of Education 
Directorof Teacher Education 
A.B., Dartmouth College 
B.D., S.TM., Oberlin College 
D.Min., Vanderbilt University 
Ph.D., New York University 

James G.Crane 

Prof essor of Visual Arts 

A. B., Albion College 

M.A., State Universityof Iowa 

M.F.A., Michigan State University 

Don Cunningham 
Assistant Professor of Theatre 
B.A., Eckerd College 
M.A., Universityof Minnesota 

Sarah K. Dean 
Assistant Professor of Anthropology 
Director, Women's Studies 
M.Re., Southern Baptist Theological 

M.A., George Peabody College 

John K. Eckert 
Assistant Professor of Art 
B.A., Eckerd College 
M.F.A., Cranbrook Academy of Art 

Donald M. Fouse 
Assistant Professor of Music 
B.A., Ohio State University 
M.A., Ph.D., Universityof North 

Carlton Humphrey 

Visiting Instructor of 

B.S., Georgia Southern College 

M.A., University of Arkansas 

Professor of Literature 

A.B., Hamilton College 

M.A., University of Michigan 

Ph.D., University of Minnesota 
Jean D. Ralph 

Assistant Professor of Education 

B.A., Eastern Michigan University 

M.Ed., Wayne State University 
Margaret R. Rigg 

Associate Prof essor of Visual Arts 

A.B., Florida State University 

M.A., Presbyterian School of 
Christian Education, Richmond 
Arthur N. Skinner 

Instructorof Visual Arts 

B.A., Eckerd College 

M.V.A., Georgia State University 
Mark K. Smith 

Professor of Human Resources 

Dean of Students 

B.A., M.A., Ph.D., Ohio State 

Claire A. Stiles 

Assistant Professor of Leisure 
and Recreation 

Women's Athletics Coach 

B.S., Rutgers University 

M.A., Southwest Texas State 
M.Kirklin Stokes 

Assistant Professor of Psychology 

Director, Counseling Center 

B.A., Fairfield University 

M.A., Temple University 

Ph.D., University of South Carolina 
William E. Waters 

Professor of Music 

A.B., Universityof North Carolina 

M.A., College of William and Mary 
V. Sterling Watson 

Visiting Assistant Professor of 
Literature and Creative Writing 

B.A., Eckerd College 

M.A., Universityof Florida 
J.Thomas West 

Professor of Psychology 

B.S., Davidson College 

M.A., Universityof North Carolina 

Ph.D., Vanderbiit University 

Faculty of the Collegium 
of Letters 

Felix Rackow 

Chair, Collegium of Letters 
Prof essor of Political Science, 

Pre-Law Adviser 
B.S.,M.A., Ph.D., Cornell 


Alan W. Caristen 

Professor of Religion and Speech 
B.S., Universityof Oklahoma 
M.Div., McCormick Theological 
Albert Howard Carter, III 
Associate Professor of Comparative 

Literature and Humanities 
Associate Dean of Faculty 

for General Education 
Chair, Foundations Collegium 
A.B., Universityof Chicago 
M.A., M.A., Ph.D., Universityof 
J. Stanley Chesnut 

Professorof Humanities and 

Associate Dean of Faculty 
B.A., University of Tulsa 
M.Div., McCormick Theological 

M.A., Ph.D., Yale University 
Julienne H. Empric 
Assistant Professor of Literature 
B.A., Nazareth College of 

M.A., York University 
Ph.D., Universityof Notre Dame 
Rejane P.Genz 
Professorof French Language and 

A.B., Sillery College, Quebec City 
Licence 6s lettres, Ph.D., Laval 
Keith W.Irwin 
Professorof Philosophy 
A.B., Cornell College 
M.Div. Garrett Theological 
Carolyn Johnston 
Assistant Professor of American Studies 
B.A., Samford University 
M.A., Ph.D., Universityof California 
William F.McKee 
Professorof History 
B. A., College of Wooster 
M.A., Ph.D., Universityof 
James H. Matthews 
Associate Professorof Literature 
B.A., Seattle Pacific College 
M.A., Ph.D., Vanderbiit University 
Peter A. Pav 

Professorof Philosophy 
B.A., Knox College 
M.A., Ph.D., Indiana University 
William C.Wilbur 

Professorof British and Modern 

European History 
A. B., Washington and Lee 

Ph.D., Columbia University 

Faculty of the Collegium 
of Natural Sciences 

Williams. Roess 

Chair, Collegium of Natural 

Professor of Biology 

B.S., Blackburn College 

Ph.D., Florida State University 
Wilbur F. Block 

Professor of Physics 

B.S., M.S., Ph.D., Universityof 
Harry W.Ellis 

Assistant Professor of Physics 

B.S., Ph.D., Georgia Institute of 
JohnC. Ferguson 

Professor of Biology 

A.B., Duke University 

M.A., Ph.D., Cornell University 
Wayne C. Guida 

Assistant Professor of 

Ph.D., University of South Florida 
Reggie L. Hudson 

Assistant Professor of Chemistry 

B.A.,Pfeiffer College 

Ph.D., UniversityofTennessee 
Sheila D. Hanes 

Assistant Professorof Biology 

B.A., Baylor University 

M.S., Universityof Illinois 

Ph.D., Ohio University 
George W. Lofquist 

Professorof Mathematics 

B.S., Universityof North Carolina 

M.S., Ph.D., Louisiana State 
Billy H.Maddox 

Professor of Mathematics 

Directorof Evaluation 

B.S., Troy State College 

M.Ed., Universityof Florida 

Ph.D., University of South Carolina 
Robert C. Meacham 

Professor of Mathematics 

A.B., Southwestern at Memphis 

Sc.M., Ph.D., Brown University 
Richard W. Neithamer 

Professor of Chemistry 

B.S., Allegheny College 

Ph.D., Indiana University 
George K. Reid 

Professor of Biology 

B.S., Presbyterian College, South 

M.S., Ph.D., 

Universityof Florida 



Foundations Collegium Faculty 

A. Howard Carter 

Foundations Chair 

Letters Collegium 
Ceraldine B. Blazey 

Assistant Professor of Language Arts 

Director, Writing Skills Program 

B.A., Mary Washington College, 
University of Virginia 

M.A., University of Rochester 

C.S.A., State University of New York 
Patricia E. Bouwman 

Coordinator, Writing Center 
Richard R. Bredenberg 

Creative Arts Collegium 
Sal Capobianco 

Behavioral Science Collegium 
David B. Cozad 

Sarah K. Dean 

Director, Women's Studies 
Harry W. Ellis 

Natural Sciences Collegium 
Donald M. Fouse 

Creative Arts Collegium 
Wayne C. Guida 

Natural Sciences Collegium 
Sheila D. Hanes 

Natural Sciences Collegium 
Reggie L. Hudson 

Natural Sciences Collegium 
E. Ashby Johnson 

Comparative Cultures Collegium 
Sheila M. Johnston 

Director, International Education 
Mary C. Paidosh 

Comparative Cultures Collegium 
Peter A. Pav 

Letters Collegium 
Molly K. Ransbury 

Creative Arts Collegium 
Claud Sutcliffe 

Behavioral Science Collegium 
V. Sterling Watson 

Creative Arts Collegium 


John B. Vigle 

Head Librarian 

Associate Professor 

B.A., M.S.L.S., University of Kentucky 
David W. Henderson 

Reader Services Librarian 

Assistant Professor 

B.A., University of Connecticut 

M.S., Ohio University 

M.S.L.S., Florida State University 
Joanne J. Lofquist 

Technical Services Librarian 

Assistant Professor 

B.A., M.S.L.S., University of 
North Carolina 

Cloyd H. McClung 

Serials and Reference Librarian 


B.A., Baylor University 

M.R.E., Southwestern Theological 

M.A.L.S., Florida State University 


James R. Harley 

Director of Athletics 
Associate Professor of Physical 
Mary Ann J. Giacchino 
Assistant Professor of Physicial 

Coordinator, Women's Athletics 
John P. Mayotte 
Head Baseball Coach 
Assistant Professor 
of Physical Education 


Clark L.Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

BurrC. Brundage 
Professor Emeritus of History 
Ph.D., University of Chicago 

Tennyson P. Chang 

Professor Emeritus of Asian Studies 
Ph.D., Georgetown University 

Irving G. Foster 
Professor Emeritus of Physics 
Ph.D., University of Virginia 

Emil Kauder 
Professor Emeritus of Economics 
Ph.D., University of Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
Ph.D., University of Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R.White 
Professor Emeritus of Classics 
Ph.D., University of Michigan 

Daniel A. Zaret 
Professor Emeritus of Russian 
Ph.D., University of Moscow 


Peter H.Armacost 


B.A., Denison University 
Ph.D., University of Minnesota 
Earle W. Clifford, L.L.D., L.H.D. 
Executive Assistant to the President 
Betty Ray, B.A. 

Director, Public Information 
Roger Reed, B.A. 
Director of Promotion and Marketirt 
Clifford R. McKay, Ph.D., 
Assistant to the President 
for Church Relations 
Edward I. Stevens, Ph.D. 
Director of Planning and Analytical 
Marjorie R. Nincehelser 
Administrative Secretary 






William B. Roess 

Acting Vice President for Academic 
Affairs and Dean of the Faculty 


A. Howard Carter, III, Ph.D. 

Associate Dean of Faculty 
for General Education 
J. Stanley Chesnut, Ph.D. 

Associate Dean of Faculty 
David B. Cozad, M.Div., M.S. P. 

David A. Davidson, B.A. 

Admissions Counselor 
Sarah K. Dean, M. A. 

Director, Women's Studies 
Frank M. Figueroa, Ed.D. 

Associate Dean, International 
Student Programs and Admissions 
Richard R. Hallin, Ph.D. 

Dean of Admissions and Records 
Sheila M. Johnston, M.A. 

Director, International Education 
and Off-Campus Programs 
Kathleen A. Goelkel, B.A. 

Admissions Counselor 
Jan Gould Stroud, B.S. 

Admissions Counselor v, 

Manuel A. Tavares, M.S. ^ 

Admissions Counselor 
Ruth R.Trigg, B.A. 

Betty F. Watkins, B.A. 

Directorof Financial Aid 



Clark H. Bouwman, Ph.D. 

Dean of Special Programs 
To Be Announced 

Associate Dean, Program 
for Experienced Learners 

Judith Ward 

Director, Academy for Senior 

Roger Reed, B.A. 
Director, Academy for Professional 
Cheryl C. Gold, B.A. 

Coordinator, Conferences, Elderhostel, 
Summer School 
Bonnie R. Hawke 
Coordinator, Program for Experienced 


Mark W.Smith, Ph.D. 

Dean of Students 
Sharon M. Covert, B.A. 

Director, Career Services 
William C. Covert, A. A. 

Director, Waterfront Activities 

ARC Instructor 
BarbaraJ.Ely, R. N. 

Director, Nursing Services 
Sheila C. Grafing 

Placement Coordinator, Career Services 
PaulA. Herman, Ph.D. 

Dean of Residential Affairs 
Susan Hopp, M.A. 

Resident Director 
Mary Louise |ones, R.N. 

Nigfit Nurse 
Sara L.Kistler, M.S. 

Associate Dean, Housing 
R. Barry McDowell, M.S. 

Director, Student Activities 
and Recreation 
Michael J. Reilly, M.D. 

Director, Health Services 
William S. Ruggles, M.Ed. 

Resident Director 
Moses Stith, M. Div., M.S.W. 

Coordinator, Afro-American 

Support Services 
M.Kirklin Stokes, Ph.D. 

Director, Counseling Center 


To Be Announced 

Vice President for Development 
KeithE. Benton, B.A. 

Director, Development Services 
Christine B. Buhrman, M.M. 

Director, Special Gifts 
Gary M.Goelkel, B.A. 

Director, Deferred Giving 
To Be Announced 

Director, Alumni Relations 


G.C.Gardner, M. B.A. 

Vice President for Administration 
Shirley D. Amedeo 

Director of Personnel 
CharlesF. Gibbs, B.A. 

Director, Purchasing and Store 
Alan W. Bunch, B.A. 

William A. Hofacker,B.S. 

Directory, Physical Plant and Services 
Leonard J. Walkoviak 

Director, Data Services 


Mr. lack M. Eckerd 

The Rev. Lacy R. Harwell 

Vice Chairman 
Mr. William R. Hough 

Mr. Richard O. Jacobs 

Mrs. Marjorie R. Nincehelser 

Assistant Secretary 

Dr. Grady L. Anderson 

Georgia State University 
Atlanta, Georgia 
Mr. W.D.Bach 

Pensacola, Florida 
Mr. William M. Bateman 

Hornblower& Weeks -Hemphill, 
Noyes, Inc. 

Palm Beach, Florida 
Dr. Michael Bennett 

St. Petersburg, Florida 
Mr. lack Bertoglio 

GoldCrovvri, Inc. 

Miami, Florida 
The Rev. Clem E. Bininger 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mr. James Christison 

Clearwater, Florida 
Mr. Charles Creighton 

Creighton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Gumming 

Plantation United Presbyterian 

Plantation, Florida 
The Rev. Robert R Douglass 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 
Mr. Jack M. Eckerd 

Clearwater, Florida 
Mr. J. Colin English 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Dr. Richard A. Essman 

Bayfront Medical Center 

St. Petersburg, Florida 
Mr. H. D.Frueauff,Jr. 

Tool Engineering Service 

Tallahassee, Florida 
The Rev. T. Robert Fulton 

South Jacksonville Presbyterian 

Jacksonville, Florida 
Mr. George H. Gage 

General Telephone Company of 

Tampa, Florida 
The Rev. Howard Gordon 

Riviera Presbyterian Church 

Miami, Florida 



Mr. Willard A. Gortner 

Smith Barney, Harris Upham 

St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 

Ben Hill Griffin, Inc. 

Frostproof, Florida 
The Rev. William V. Grosvenor 

United Presbyterian Church 
of the Palms 

Sarasota, Florida 
Dr. Sarah Louise Halmi 

Clearwater, Florida 
Mrs. Lorena C. Hannahs 

St. Petersburg, Florida 
The Rev. Thomas L. Harrington 

First United Presbyterian Church 

Tequesta, Florida 
The Rev. Lacy R. Harwell 

Maximo Presbyterian Church 

St. Petersburg, Florida 
Mr. Andrew H. Hines, Jr. 

Florida Power Corporation 

St. Petersburg, Florida 
Mr. William R. Hough 

William R. Hough & Co. 

St. Petersburg, Florida 
Mr. Frank M. Hubbard 

Hubbard Construction Co. 

Orlando, Florida 
Mr. Richard O. Jacobs 

Jacobs, Robbins & Gaynor, RA. 

St. Petersburg, Florida 
Dr. Franklyn A. Johnson 

North Miami, Florida 
Mr. Stephen R. Kirby 

St. Petersburg, Florida 
Mr. Oscar R. Kreutz 

Florida Federal Savings and Loan 

St. Petersburg, Florida 
Mr. E.Colin Lindsey 

Belk-Lindsey Stores, inc. 

Tampa, Florida 
The Rev. James W. Monroe 

Presbytery of St. Johns 

Orlando, Florida 
Mr. James W. Moore 

Century First National Bank 

St. Petersburg, Florida 
The Rev. Seth C. Morrow 

First Presbyterian Church 

Delray Beach, Florida 
Mr. Edward P. Nickinson, Jr. 

John A. Merritt & Co. 

Pensacoia, Florida 
Mr. Howard W. Nix, Jr. 

Landmark Union Trust Bank 

St. Petersburg, Florida 
Mr. William F. O'Neill 

St. Petersburg, Florida 
The Rev. Arnold B. Poole 

Pine Shores Presbyterian Church 

Sarasota, Florida 
Mr. Douglas K. Porteous 

North Palm Beach, Florida 


St. Petersburg, Florida 
Mr. Arthur J. Ranson, III 

Robertson, Williams, Duane & 
Lewis, RA. 

Orlando, Florida 
Dr. Joseph H. Reason 

Tallahassee, Florida 
Mr. Gerald S. Rehm 

Jack and Ruth Eckerd Foundation 

Clearwater, Florida 
The Rev. Bruce Robertson 

First Presbyterian Church 

Tallahassee, Florida 
Mr. George Ruppel 

Modern Tool & Die Co. of 

Pinellas Park, Florida 
Dr. Frederick Russ 

Universityof North Carolina 

Chapel Hill, North Carolina 
Mr. Robert T. Sheen 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. John W. Sterchi 

Orlando, Florida 
Mr. Stewart Turley 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mrs. John R Wallace 

St. Petersburg, Florida 

The Rev. Harvard A. Anderson 

Longwood, Florida 
Dr. Gordon W. Blackwell 

Greenville, South Carolina 
The Rev. John B. Dickson 

Clearwater, Florida 
Mrs. J. Morton Douglas 

Weirsdale, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mr. J.Peter France 

Seminole, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
Dr. W. Monte Johnson 

Lakeland, Florida , • 

Dr. William H. Kadel 

Lake City, Florida 
Dr. Philip J. Lee 

Seaboard Coastline Railroad 

Tampa, Florida 
Mr. Elwyn L. Middieton 

Palm Beach, Florida 
Mrs. Woodbury Ransom 

Chicago, Illinois .'•> 


Gainesville, Florida 
Mr. David L. Wilt 

Wilt and Associates 

Arlington, Virginia 

I N DEX (Courses and Programs are listed in italics.) 



Academic Calendar 6 

Academic Credit 15 

Academic Exemption Petitions 15 

Academic Policies 13 

Academic Program 5 

Accounting 17 

Accreditation 1 

Administration 108 

Admission 97 

Early Admission 98 

Equivalency Certificates 98 

Evaluation & Awarding of Credit 98 

Freshman 97 

International Student 99 

Procedures after Acceptance 98 

Transfer 98 

Advanced Placement 99 

Afro-American Society 96 

Afro-American Supportive Services 96 

American Studies 17 

Anthropology 17 

Area of Concentration/Major 14 

Area Studies 20 

Art 22 

Athletics 96 

Auditors 16 

Autumn Term 6 

Autumn Term Projects Descriptions 90 

Behavioral Science, Collegium of 9 

Biology 25 

Board of Trustees 109 

Business Administration 28 

Calendar, Academic 6 

Calendar of Events, 1979-80 114 

Calendar of Events, 1980-81 115 

Campus Life 93 

Career-Service Program 12 

Chemistry 28 

Classics 30 

College Entrance Examinations 97 

College Level Examination Program (CLEP) 15,99 

Collegium Concept 8 

Commitments of Eckerd College 2 

Christian Values 3 

Faculty to Students 3 

General Education 3 

Human Relationships 4 

Individual Development 2 

Integration of Liberal Arts and 

Career Preparation 3 

Pace-Setting Institution 4 

Comparative Cultures, Collegium of 9 

Comparative Literature 31 

Comprehensive Examinations 14 

Costs 103 

Counseling Services 96 

Course and Major Descriptions 17 

Course Requirement 13 

Course Numbers and Letters Explanation 17 

Creative Arts, Collegium of 10 

Creative Writing 31 

Credit/No Credit Grading 15 

Criminal Justice 13 

Cultural Activities and Entertainment 95 

Dance 86 

Day Students 97 

Deferred Admission 99 

Degree Requirements, B.A 13 

Degree Requirements, B.S 14 

Demonstrated Proficiency 15 

Directed Study 15 

A History of Scientific Ideas (Foster) 69 

American Fiction: 1950 to Present I, II 

(Carter) 52 

American Minorities (Williams) 82 

Archaeology and the Bible (Chesnut) 78 

Beginning Japanese I, II (Johnston) 47 

British Innovative Education (Ransbury) 35 

Children's Literature (Meinke) 55 

Computer Algorithms and Programming 

(Meacham) 59 

Education Experience: 

Alternative School (Ransbury) 34 

Electronics (Block) 69 

Financial Statement Audit (Siegel) 57 

Geography (DeGroot) 38 

German Phonetics (Keeton) 39 

History of England to 1714 (Wilbur) 41 

History of London (Wilbur) 43 

History of Modern Britain Since 1714 

(Wilbur) 41 

History of the British Empire- 
Commonwealth Since 1783 (Wilbur) 44 

History of the English Language (Paidosh) 85 

History of the Print (Skinner) 36 

Introduction to Sociology (Williams) 81 

Introduction to the New Testament 

(Chesnut) 77 

Introduction to the Old Testament 

(Chesnut) 77 

James Joyce, Irish Writer (Matthews) 53 

Japanese Cultural History (Johnston) 43 

Life and Works of Franz Kafka (Keeton) 39 

Literature and the Process of Self- 
Discovery (Matthews) 51 

Logic and Language (Pav) 64 

Management Group Process Practicum 

(Tebbs) 57 

Modern American Novel {Me\nke) 53 

Modes of Philosophizing (Irwin) 64 

Personnel Management (Tebbs) 56 

Programmed Elementary German 

(Keeton) 39 

Religion in America (Carlsten) 76 

Shakespeare: the Forms of his Art 

(Empric) 51 

Swedish I, II, III (Carlsten) 84 

Systems Audit (Siegel) 57 

The Artistry of Federico Garcia Lorca 

I, II (Trakas) 84 

The Endless Journey: an Introduction to 

Anthropology I, II (DeGroot) 18 

The Family (Williams) 81 

The Futures of Man: Worlds of 

Science Fiction (Foster) 69 

The Industrial Revolution in 

America (McKee) 44 

The Life and Teachings of Jesus (Chesnut) 78 

The Modern American Novel 

(Meinke) 53 

The Progressive Movement (McKee) 44 

The Universe (Foster) 68 



The World of Life (Foster) 69 

Twentieth! Century American Women 

Artists and Writers (N. Carter) 53 

Twentieth Century British Mind (Irwin) 54 

Twentieth Century European Fiction I, II 

(Carter) 52 

Twentieth Century Music (Waters) 63 

United States History (McKee) 43 

World Regional Geography (DeCroot) 38 

Your Family in American History (McKee) 40 

Dismissal, Academic 16 

Early Admissions 98 

Earth Sciences 36 

East Asian Area Studies 20 

Economics 32 

Education 33 

Employment on Campus 102 

Engineering 3-2 Program 10 

Entertainment and Cultural Activities 95 

Environmental Studies 36 

Evaluation 15 

Examination, Comprehensive 14 

Expenses 103 

Faculty and Administration 106 

Fees 104 

Finance 36 

Financial Aid 100 

Grants 101 

Loans 102 

Renewals 102 

Scholarships 100 

Selection Procedures 102 

Social Security Benefits 101 

Veteran's Benefits 101 

Foundations Collegium 9 

French 36 

Geography 38 

German 38 

Grades 15 

Grants 101 

Greek 30 

Health Form 98 

Health Services 96 

Hebrew 39 

History 40 

Honors at Graduation 16 

Humanities 47 

Human Resources 45 

Incomplete Grades 15 

Independent Study 15 

International Education 11 

International Students 96 

International Student Admission 99 

Insurance 105 

Interview, Admission 98 

Japanese 47 

Latin 30 

Leave of Absence 16 

Leisure and Recreation 47 

Letters, Collegium of 10 

Library 11 

Literature 49 

Loans 102 

Major/ Area of Concentration Requirements 14 

Major and Course Descriptions 17 

Majors and Areas of Concentration 14 

Management 55 

Mathematics 59 

Mentors 6 

Minority Students 96 

Modern Language 61 

Modes of Learning 7,13 


College Algebra (Staff) 59 

Comprehensive Musicianship: for 

Non-Majors (Staff) 61 

Computer Algorithms and 

Programming (Staff) 59 

Development of the Young 

Child (Ransbury) 34 

Drama as Genre (Empric) 50 

Drawing Fundamentals (Rigg, Skinner) 22 

Elementary French 7 (Genz) 37 

Elementary German (Keeton) 38 

Elementary Russian (V. Parsons) 79 

Elementary Spanish (Trakas) 83 

Environments of Learning (Bredenberg) 34 

Finite Mathematics (Staff) 59 

Global History (W. Parsons) 40 

Introduction to Comparative and 

International Politics (Sutcliffe) 70 

Introduction to Chemistry (Neithamer) 28 

Introduction to Political Behavior (Murphy) ... 70 
Introduction to Psychology 

(Dembroski, MacDougall) 73 

Introduction to Sociology (Williams) 80 

Leisure Services in Community 

Organization (Staff) 48 

Literary Studies (Watson) 49 

Literary Studies (Meinke) 49 

Literary Studies: Comparative (H. Carter) 49 

Logic and Language (Pav) 64 

Modes of Philosophizing (Irwin) 64 

Movement as a Mode of Learning 

(Staff) 86 

Problems in American Civilization 

(McKee) 40 

Revolutions in the Modern World 

(W. Parsons) 40 

Social Problems (Winston) 80 

Statistics, An Introduction (Staff) 59 

The American Community (Winston) 80 

The Literature of Pop Culture (Empric) 50 

The Living Theatre (Staff) 86 

The Nature of History: World 

War II (Wilbur) 40 

The Study of Religion 

(Carlsten, Chesnut) 76 

Trigonometry (Staff) 59 

Understanding the Bible (A. Johnson) 76 

Visual Problem Solving I (Crane) 22 

Your Family in American History 

(McKee) 40 

Music 61 

Natural Sciences, Collegium of 10 

Off-Campus Programs 12 

Off-Campus Winter Term 7,11 

Organizations and Clubs 95 

Payment Methods 105 

Petitions, Academic Exemption 15 

Philosophy 63 

Physical Education 66 

Physics 67 

Political Science ^ 69 



Pre-Professional Programs 10 

Probation, Academic 16 

Program for Experienced Learners 12 

Projects, Senior 14 

Psychology 73 

Public Safety Administration 13 

Readmission of Students 99 

Refunds 105 

Registration 16 

Religious Life 95 

Religious Studies/Religious Education 76 


Degree 13 

Major/Area of Concentration 14 

Modes of Learning 13 

Residency 14 

Scholarship 16 

Transfer Students 14 

Values Sequence 13 

World View 13 

Writing Competency 13 

Residency Requirement 14 

Resident Advisor Training Course 79 

Room and Board 103 

Russian Studies 79 

St. Petersburg, the City 94 

Senior Comprehensives, Theses, Projects 14 

Scholarship Requirement 16 

Scholarships 100 

Semester Abroad 11 

Social Security Benefits 101 

Sociology 80 

Spanish 82 

Speech 84 

Student Information Form 98 

Student Activities 95 

Student Government 95 

Student Life 93 

Student Publications 95 

Summer Term 12 

Swedish 84 

Teacher Education 10 

Teaching English as A Second Language 

(TESL) 84 

Theatre 86 

Theses, Senior 14 

Transcripts 98 

Transfer Admission 98 

Transfer of Credit 15,98 

Transfer Student Requirements 14 

Tuition and Fees 103 

Upper Division Colloquia Requirement 14 

Values Sequence 7 

Values Sequence Colloquia 
f. ■ American Industries: Public Policy 

^ and Social Responsibilities 

(Lebrenz) 58 

American Myths (McKee) 45 

Black Literature (Matthews) 55 

Business and Society (Siegel) 58 

Children's Literature (Meinke) 55 

Culture from the Inside Out (DeCroot) 20 

Ecology, Evolution and Natural 

Resources (Reid, Hanes) 29 

Ethical Issues and the Helping Professions 

(Cozad) 47 

Experience, Values, and Criticism (Irwin) 66 

Human Nature and Human Values 

(Foster) 69 

Inquiry and Human Nature (Staff) 88 

Issues in Education (Ralph) 36 

Justice, Law and Community 

(Rackow, Staff) 72 

Leisure Services Concepts (Stiles) 49 

London Colloquium (Resident Director) 21 

Management Theory and Practice (Tebbs) 58 

National Policy Making: 

"Is" and "Ought" (Murphy) 72 

One World (Parsons) 45 

Poetry and Values in Contemporary 

America (Meinke) 55 

Politics in "Post-Industrial" 

Societies (Sutcliffe) 72 

Primitive and Folk Art (Rigg, Serrie) 25 

Psychology of Consciousness (West) 47 

Rebels with a Cause (C. Johnston) 45 

Science, Technology and Human Values 

(Pav) 66 

Secularism and Personal Values 

(Johnston) 79 

Seminar in Theatre: Theory 

and Values (Cunningham) 88 

Social Policy (Winston) 82 

Social Psychology (Dembroski) 76 

The Art Experience (Rigg) 25 

The Goddess in Literature (N. Carter) 55 

The Oceans and Man (Ferguson) 28 

The Si no-Soviet Conflict 

(W. Parsons, Serrie) 20 

Twentieth Century American Woman 

in the Arts (N. Carter) 55 

Values and the Search for 

Spirit (Staff) 88 

Western Civilization (Matthews) 44 

Woman as Metaphor: Investigating our 

Literary Heritage (Empric) 54 

Values Sequence Requirement 7,13 

Veteran's Benefits 101 

Veteran's Benefits, Winter Term 7 

Veteran's Benefits, PEL 12 

Visual Arts 22 

Waterfront Program 95 

Winter Term 7,11,89 

Withdrawal from College 16 

Withdrawal Grades 15 

World View Requirement 13 

Writing Center H 

Writing Competency Requirement 13 

Writing Skills 88 

Writing Workshop 31 



Fri., Aug. 17 

Sat., Aug. 18 
Thur., Sept. 6 
Fri., Sept. 7 
Sat., Sept. 8 


Mon., Sept. 10 
lues., Sept. 11 
Wed., Sept. 12 
Thur., Sept. 20 
Fri.-Sat., Oct. 26-27 
Mon.-Wed., Nov. 12-14 

Thur.-Fri., Nov. 22-23 
Fri., Dec. 14 
Sat.-Fri., Dec. 15-21 
Sat., Dec. 22 
Wed., Jan. 2 

Thur., Jan. 3 
Fri., Jan. 4 
Wed., Jan. 30 

Thur.-Fri., Jan. 31-Feb.1 
Mon., Feb. 4 

Tues., Feb. 5 
Thur., Feb. 14 
Sat., Mar. 29 
Mon., April 7 
Thes., April 8 
Wed.-Thur., April 9-10 
Thur., April 24 
Thur.-Mon., April 24-28 
Fri., May 16 
Sat.-Fri., May 17-23 
Sun., May 25 
Mon., May 26 
June 9-August 1 
June 9-July 3 
July 7-August 1 

Freshmen arrive. Financial clearance and registration before 
3:00 p.m. 

Autumn term begins at 8:00 a.m. 

Residence houses open at noon for new students for fall semester 
Orientation for new students 

End of autumn term. Residence houses open to returning upper- 
class students at noon. 

Registration and financial clearance for all semester, all students 

Fall semester begins at 8:00 a.m. 

Opening Convocation 

End of drop/add period for fall semester courses 

Meeting of Board of Trustees 

Registration for winter term, preregistration for spring semester, all 


Thanksgiving holiday; no classes 

Last day of classes 

Reading and examination period 

Christmas recess begins. Residence houses close at noon. 

Residence houses reopen at noon. Financial clearance for all 
students. New student registration/orientation for winter term 
Winter term begins at 8:00 a.m. All projects meet 
Last day to enter winter term; end of drop/add period 
Winter term ends at 4:30 p.m. 

First comprehensive examination period 

New and returning students arrive. New student orientation. 

Registration and financial clearance for spring semester, all students 

Spring semester begins at 8:00 a.m. 

End of drop/add period for spring semester courses 

Spring recess begins. Residence houses close at noon 

Residence houses reopen at 9:00 a.m. 

Classes resume at 8:00 a.m. 

Second comprehensive examination period 

Mentor conferences and contracts for 1980-81 

Preregistration for fall semester 1980-81 _ 

Last day of classes 

Reading and examination period , 

Baccalaureate-Commencement ^ 

Residence houses close at noon 

Summer Term 
Session A 
Session B 



Fri., Aug. 15 

Sat., Aug. 16 
Thur., Sept. 4 
Fri., Sept. 5 
Sat., Sept. 6 


Mod., Sept. 8 
Tues., Sept. 9 
Wed., Sept. 10 
Thur., Sept. 18 
Mon.-Wed., Nov. 10-12 

Thur.-Fri., Nov. 27-28 
Fri., Dec. 12 
Sat.-Fri., Dec. 13-19 
Sat., Dec. 20 
Mon., Jan. 5 

lues., Jan. 6 
Wed., Jan. 7 
Fri., Jan. 30 

Thur.-Fri., Jan. 29-30 
Mon., Feb. 2 

Tues., Feb. 3 

Thur., Feb. 14 

Sat., Mar. 28 

Mon., April 6 

Tues., April 7 

Wed.-Thur., April 8-9 

Fri., April 17 

Thur., April 23 

Thur. -Mon., April 23-27 

Fri., May 15 

Sat.-Fri., May 16-22 

Sun., May 24 

Mon., May 25 



June 8-July 3 


Freshmen arrive. Financial clearance and registration before 
3:00 p.m. 

Autumn term begins at 8:00 a.m. 

Residence houses open at noon for new students for fall semester 
Orientation for new students 

End of autumn term. Residence houses open to returning upper- 
class students at noon 

Registration and financial clearance for fall semester, all students 

Fall semester begins at 8:00 a.m. 

Opening Convocation 

End of drop/add period for fall semester courses 

Registration for winter term, preregistration for spring semester, 

all students 

Thanksgiving holiday; no classes 

Last day of classes 

Reading and examination period 

Christmas recess begins. Residence houses close at noon 

Residence houses reopen at noon. Financial clearance for all 
students. New student registration/orientation for winter term 
Winter term begins at 8:00 a.m. All projects meet 
Last day to enter winter term; end of drop/add period 
Winter term ends at 4:30 p.m. 

First comprehensive examination period 

New and returning students arrive. New student orientation. 

Financial clearance and registration for spring semester, all students 

Spring semester begins at 8:00 a.m. 

End of drop/add period for spring semester courses 

Spring recess begins. Residence houses close at noon 

Residence houses reopen at 9:00 a.m 

Classes resume at 8:00 a.m. 

Second comprehensive examination period 

Good Friday; no classes 

Mentor conference and contracts for 1981-82 

Preregistration for fall semester 1981-82 

Last day of classes 

Reading and examination period 


Residence houses close at noon 

Summer Term 
Session A 
Session B 

— H<115 

(Bayway) 54th AVENUE SOUTH 





campus visit 

Only from a campus visit can you judge it the 
school and your expectations "fit." 

Plan to take a campus tour, sit in on a class, visit 
with our professors and students, and take time 
to see the area. 

Also, try to visit when classes are in session. 
Check the academic calendar before planning 
your visit. We ask only one thing of you : Give 
us some advance noticeof your arrival — a few 
days is fine. Call us or drop us a line — the 
Admissions staff will be happy to work with 

The Admissions office is open from 8:30 a.m. to 
5:00 p.m. on weekdays; from 9:00 a.m. to noon 
on Saturday; summer hours are weekdays 8:30 
a.m. to5:00p.m. 

For best results, please direct all 
correspondence prior to your acceptance to the 
Director of Admissions. 


1 Upham Administration Building 

2 Ben Hill Criffin Chapel 
^ Lewis House 

4 Physical Plant 

5 Frances and Bivian McArthur 
Physical Education Center 

b Psychology Laboratory 

7 F Page Seibert Humanities Building 

8 Forrer Language Center 

9 Robert! Sheen Science Center 
Chemistry & Physics 
Science Auditorium 


10 Dendy-McNair Auditorium 

11 William Luther Cobb Library 

12 RW and Helen Roberts Music Center 

13 Christiana and Woodbury Ransom 
Visual Arts Center 

14 Bininger Center for Performing Arts 

15 Boat House 

16 Edmundson Hall 

17 Brown Hall 

18 LmdseyHall 

19 Fox Hall 

20 Webb Health Center 

21 Student Cafeteria 

22 Alpha Residence Cluster 

23 Beta Residence Cluster 

24 Gamma Residence Cluster 

25 Delta Residence Cluster 
2b Epsilon Residence Cluster 

27 Zeta Residence Cluster 

28 Kappa Residence Cluster 

29 Tennis Court 

30 Gate House 


For prompt handling, please address inquiries as indicated below: 

Academic Affairs Dean of Faculty 

Adult Programs Dean of Special Programs 

Admissions Dean of Admissions 

Alumni Relations Director of Alumni Relations 

Business Affairs Vice President for Administration 

Church Relations Assistant to the President for 

Church Relations 

Events at the College Director of Public Information 

Financial Aid to Students Director of Financial Aid 

Financial Assistance to the College Vice President for Development 

Payment of Fees Student Accounts 

Student Housing Director of Residential Affairs 

Student Interests and Counseling Dean of Students 

Summer School Dean of Summer School 

Transcripts, Grades, and 

Academic Achievement Registrar 

Visitors are welcome to Eckerd College. The administration offices are open 
Monday through Friday from 8:30 to 5:00. Visitors desiring interviews with mem- 
bers of the staff are urged to make appointments in advance. 


R O. Box 12560 
St. Petersburg, Florida 33733 

(813) 867-1166 

^^^i4iW^^^f^^' J^^^^^ IT ■^^f^ff^